


|||^«, .;. 






w.^ 









1,! ■■ 












THE 



OR 

NATURAL emAMMAR. 

EXPL-AINII\a IN A 

SERIES OF SOCIAL LESS0N3, 

3Cfte iFfrst 22lemeittB cC 3LuxtQU^Qt. 

I — A Perfect Alphabet and Musical Pcale; Combination of the sim- 
ple sounds and classification of words. 

II — The Main Principles of Language and the Farts of Speech. 
/Ill — Simple and Complex combinatioD of words and sentences, with 
exercises in con. position and definition. 

IV — A list of the most important Idioms of the English Language, 
•with appropriate Rules of Syntax. 

V — An Appendix of choice things both new and old. 

THE WHCLE INTERSPERSED 

WITH DIRECTIONS AND QUESTIONS, 

FOR THE ASSISTANCE OF TEACHER AND PUPIL, 



'ERFEOT COmiAN^ C 



DESIGN ED TO BE A GUIDE TO A PERFEOt COmiANT^ OF VOICE, AND PROPER 
USE OF WORDS. 



BY SCHUYLER^* CLARK. 




PROVIDENCE: 

PUBLISHED BY CORY, MARSHALL ANP HAMMOND, 

NO. 13, MARKET-S TRKET. 

1830. 







RHODE-ISLAND DISTRICT, &c. 

. g BE IT REMEMBERED, That on the ttnlh day of April A. D. one tbousJUcf 
t ''"■-' eight hundred and thirty and in the "fiiiv-tourth year of (he Independenci| of 
the United States of America Corr/, RlarskaU 6f Hammond, of the said Difitrict, live 
deposited in this office the title of a book, the risrht whereof they claiiiu as propnie- 
lorij, in the words following, to wit — " . 

"The American Lingui?t or Natural Grammar, explaining in a seri es of Social Less«^ns 
the first elements of language. — 1st. A perfect Alphabet and Musicni Scale;''conjhinafioa 
of the simple sounds and classification of words. — 2d. The Main Principles of Langiipget 
and the parts of speech. — 3d. Simple and Complex combination of words and senteaees 
^vith exercises in composition and definiiioo. — 4th. A list of ihe n;ost important Idi/Wns 
of the English Language with approprmle rules of synlax.— 5!!>. An appendix of choice 
things both new and old. The wliole inleispersed with directions and questions |o»- 
the assistance of Teachers and Pupils, designed to be a guide to a perfect commancl^of 
voice and properuse of words — By Schuyler Clark." 

In conformity to an act of Congress of (he United States^ entitled "An Act for ihe^en- 
couragement of learning by securing the copies of maps, charts and book, it- the auffjt.is 
and proprietors of such copies, during tiie time tlieiein menlioiifd,'' and also to an Art 
entitled, "An Act supplementary to An Act entitled An Act foi the encouragement of 
learning, bf securing the copies of riiaps, chaits and booksto the authors a'ci piT)pri— 
eiors of" such copies, duiing the time therem neniioned, and extending the benefi! tljfcre- 
of to the art of designing, engraving etching and historical snd olher prints. 

Witness, BENJAMIN (OVV'ELL, 

Cierk of the Rhode Inland DatricU 



y^ 



PREFACE. 



Tli3 American Linguist is given to the world with the 
iiopes, that the learned maj receive its improvements and may 
feel disposed to cast a shade over its faults. 

It is not with this work as with many others, to be seen 
an<^ understood at a glance. The importance of its princi- 
ples is to be known only by fair experiment. 

It is not pretended that its present dress in every respect 
is the most enviable one. The plan of the work may not be 
the- most judicious, the arrangement may be imperfect, but 
it is hoped, for once, the reader will look upon the bright 
side. Let him look at those things upon which the labor of 
years has been bestowed, and which must stand and grow 
brighter and brighter so long as the soul speaketh in sound. 
I am proud to say, that I feel myself unable to do justice to 
ihe principles I bring forward, they are worthy of the united 
efforts of a nation to perfect. 

Since this system was commenced, eight years ago, much 
has been done, in various parts of the world, in the cause of 
education. But what is the present state of our schools? 
Wha^ do our scholars know of the English Language^ and 
the Grammar of it? How many in all our schools who can 
repeat correctly the elementary sounds of the human voice'^ 
How many that can tell what belong to a simple sentence ? 
How many that can conjugate a verb correctly through all 
the moods and tenses, numbers and persons, understanding- 
iy? How many have we in our schools, or out of thenij that 
are good readers? Language has been hut imperfectly taught 
in our common schools, nor do I suppose that in any of our 
schools the English Language has been thoroughly taught. 
3Ianu have learned it, hut not at school. We have pretend- 
ed to have English Grammar taught, and in too many cases 
it has been a pretence only. 

I would have the English Language studied and learned 
by every scholar in all our schools. I would not by any 
means neglect the grammar, any more than I would have 



4 PREFACE. 

the gt^ain in my fields neglect to clothe itself with husks; or 
have my child neglect to watch over and preserve the health 
of its body while cultivating the mind. Grammar is to lan- 
guage what the body is to the mind. 

Instead of a child's being able merely to parse a sentence 
after studying for years, I would have him as soon a^s he can 
write, fill out book after book of proper, elegant original sen- 
tences, to carry home and read and define to his parents and 
friends. When the subject of Language is rightly present- 
ed to the mind of a child, the task of learning the grammar 
is but triflino'. 

Within ten years, if nothing happen to interrupt the pro- 
gress of our schools, it shall be as common to find children 
at the age of six years able to compose elegant language^ 
as it is now uncommon to find them able even to read the most 
simple language. This will be done without any magic, as 
assuredly as the warm sun and cooling shower bring forth to 
perfection the green herbage and timely fruit. As a band 
cast about th^ swelling bud, or as a worm in the core, so 
are false rules and book-instruction to the mind of a child; 
and he who would not instruct from objects rather than from 
mere signs and sounds, is like the mother who prepares only 
dust and vapor for her children's food, while her table groans 
with wholesome meats, 

I wish to acknowledge every assistance that has been 
granted me by my Pupils, Patrons and Friends, since first 
undertaking this work. Among the many, I beg leave to 
mention my friend and patron. Dr. George Frout, of 
Springfield, Massachusetts. He has been to me more than 
a brother. Without his assistance this work could never 
have appeared, and should I neglect to give him this tribute, 
perhaps all the return I can ever make, I should indeed be 
unworthy of his confidence. 

To my friends in this place, I cannot refrain from tender- 
ing my most hearty thanks, for rescuing my character from 
defamation^ and asserting my claim to the origincding of prin- 
ciples that were grasped by the stealthy clutches of avarice. 

To Dr. Rush, I am indebted for several ideas incorporated 
into this work. See Social Lessons, No. 1, 62 to 67, the 
terms relating to qualities of the voice. The quotations from 
No. 1, no to 113, from 131 to 133—6. The term, 'Wave 
of the Voice,' No. 1, 161. Remarks, No, 1, 169, 173^ 



PREFACE. 5 

Renfarks on Rbythmiis, No. 3, 145. Some of the idioms 
in No. 4, were taken from Dr. Webster's grammar, and 
some remarks. The Rules of Spelling were taken from 
iVHirray'Sj No. 1, 235. The examples given to illustrate 
the Prefixes, No. 1, 228, were mostly taken from Picket's 
works, but improved I trust bj placing the examples directly 
beneath the definitions. The examples illustrating the Affixes 
wer^ taken from his work, but the method of arranging the 
examples in columns and referring to the meaning, is a plan 
of niine. I have found Picket's works well suited to a thor- 
ough course of instruction, and it is^to be regretted that they 
are fiot more extensively used in onr schools. 

The ideas expressed from No. 2, 120 to 129, were mostly 
taken from Adam's English Grammar. 

The manner of applying the pronouns. No. 2, 29; the 
conjugation tables. No. 2, 23, No. 4. 11, No. 5, 8 — 18; 
and a number of other things in this work, might seem to 
one unacquainted with the facts, to have been taken from a 
work lately published, entitled — " Intellectual and Practical 
Grammar." Justice to myself demands that I here state, 
that the System developed in the ''American Linguisty^^ 
was, in its simplicity, explained to, and practised in the 
school of the Author of '' Intellectual and Practical Gram- 
mar," by myself, previous to that author's writing his Gram- 
mar. 

The introduction of a Perfect Alphabet into this work, is 
to facilitate the acquisition of a perfect knowledge of the el- 
cmentaVy sounds. It may become very useful, as in the 
scheme- No. 2, 134. With a very little alteration I sup- 
pose I can express by it correctly the sounds of ail langua- 
ges^ spoken by man. I suppose the simple voivcl sounds to 
be alike in all languages, but difff3rentiy modified, as one 
language may be spoJcen more nasal than another, or more 
gutteral, rougher, or smoother. The French lano^uage is 
more nasal than the English To express the nasal sounds 
I would place a dot over the vowel character thus: 

^ ^ c ) ^^ v-^ ( ) o No. 1, 52. 
To express a gutteral sound I would place a dot beneath the 
vowel character, thus: 



Q 



^ ^ ( >/-Nv_^( ) o No. i, 5: 

Other variations might be required^ and some other charac- 
1# 



6 PREFACE. 

ters, to form a complete Universal Alphabet. Such an Al- 
phabet, it is believed, must come into use ere we can have 
the best possible means for gaining knowledge. 

Need I give my reasons for introducing the subject of Mu- 
sic into this work? Well, 

First. By arranging the vowels according to their natural 
ORDER, and by bringing the Musical Scale to a perfect sys- 
tem, I have made the way to vocal music very easy to the 
child. 

Second. Singing is a healthy exercise^ and almost every 
child is delighted with it. 

Third . We have singing in all our churches. In t)rder 
to sing ivelly the ari of singing must be well undersfood, 
and the performers must have much correct practice. For 
the want of this practice and suitable knowledge^ with a ve- 
ry few exceptions, we have in our churches very bad singing. 
Children ivill of their own accord^ save time enough from 
their sports to acquire the art perfectly. 

These are some of the many reasons that might be given 
for my uniting music with the acquisition of Language. 

I have in this work undertaken to lay open the subject of 
Language in a way by which a teacher may present its sev- 
eral branches, directly to the minds of children. It is, em- 
phatically ^ from beginning to end, a practical system. It is 
intended to be useful to the mother^ whose duty it is to help the 
infant to read the book of nature. It is to put her in 
mindy that her own house is to her infant the first section of 
this great book, and that she wants not the books of art to 
explain it to her. The first leaf the infant's frame and 
motions, and voice; the second Itaf or page, the table and 
its furniture; the thirds the different rooms of the hbuse, the 
names of parts of the house: the floor, the door, the'window; 
the parts of things: the top, the bottom, the side, the ends, 
the middle, the corners. The second section, the garden' the 
naraes of the plants, and their qualities, the color and fra- 
grance of the pink and rose, the taste of the apple and 
peachy the roughness and smoothness of things, softness and 
hardness, the size and weight. No. 1, 157, No. 2, 14, 17, 
148, 150, No. 4, 11. 

It is intended to be useful, not only to the mother and her 
infant, to the teacher and his scholars; but to the master and 



PREFACE. 7 

his apprentice, to the young man of business, whose school 
hours fell in the days of books and artificial teaching. 

It may likewise be useful to the young man of science, by 
directing his mind to first principles, by which he may rid 
himself of the load of rubbish which hitherto has impeded 
his'progress to desirable perfection. It is hoped that its in- 
fluence may be felt in the pulpit, at the bar, in the halls of 
legislation, and on the stage; in the reading room, at the 
oratorio, and in " the sweet domestic circle." 

I beg leave to observe, that the effects which my experi- 
ence in teaching this system has led me to observe, warrant 
a belief of its tdility to the public . I have uniformly found 
it interesting to my pupils of all ages, and of course, calcu- 
lated to enlighten and instruct the mind; I therefore have 
the greatest confidence, that it may prove so to others. That 
it may injure none, and be a blessing to many, is the humble 
and devout prayer of the Author. ' S. C. 

Providence^ R. I, August j 1830. 



HOW TO USE THE BOOK. 



One hour a day I would devote to simultaneous exercises, when 
the whole school should be engaged in the same thing. And. this 
should be a set time, every scholar having his slate, pencil, and 
book. I would call the exercise ' 

A GENERAL. LECTURE. ,^ 

Subjects to be dwelt upon. < 

1. Perfect Alphabet. No. 1, 52. ^ 

2. Qualities of the voice, and Musical Scale. No. 1, 71, 96,^7 — 
1—2. 

3. Combination of the Elementary Sounds. No. 1, 51, 107, 128, 
152. 

4. Main Principles. No. 2, 1. General Relatives, No. 2. 139, 
and Parts of Speech. No. 2, 137. 

5. Conjuijation and Dcfiiiition of Sentences. No. 4, 11. No. 
3, 122. 

Suppose the time from 10 to 11 every day be devoted to this ex- 
ercise. 

MONDAY. 

1. 1 would teach the whole school the Vowel Key. No. 1, 42. 

2. 'I he Pitch of Voice, by counting the figures from the bottom of 
the second Musical Scale, in the Key of C, No. 1, 97, in the speak- 
ing voice, according to No. 1, 115. 

3. The four principal modes of the voice, abruptness^ lon^'timey 
7no/^o^o?^e, rising and falling inflections. No. 1, 159. 

4. The first Main Principle- No. 2, 1. First let each one in 
school mention the name of something in the school-room. Then 
take one of the exah'^^jles, No. 2, 5, for a subject or text. Say thus: 
Write the word man upon the slate. Now ten names are to be se- 
lected that w^iil relate to mankind. Suppose No. 1, gives the name 
woman.) each one writes it, the one that selects it is to spell before 
it is written, or the whole class afterward. Next, No. 2, mentions 
one, and 30 on to the 10th. Now select ten more relating to beasts. 
After a class of words in this way is written, let them be spelled, or 
the letters named while looking oa the slate, let them be pronounced 
in the diiferent inflections, ^c. 

Let each scholar have a writing book properly ruled, and copy the 
words from the slate into it. 

TUESDAY. 

1. Repeat the vowels softly, abrupt, With more time, soft. Ris- 
ing slide, falling. Give force, i\n\e and pitch at the same time. 

2. Combine each consonant with every vowel. No. 1, 51, 

3. Teach them the combination of the vowels. No. 1, 107. Here 
the teacher should be very nice in giving examples. 



HOW TO USE THE BOOK. 9 

4. Practise upon the Musical Scale in the Key of C, and apply the 
musical syllables, /a, so/, &c. 

5. Write more words upon the first Main Principle, so as to fill a 
page in the writing book. No. 2, 7, 11, 9. Let the teacher givefa- 
iniliatr instruction respecting gender and numberj &c. according lo the 
age of his scholars. 

WEDNESDAY. 

1. Repeat the vowels. Let the teacher direct the manner. 

2. Attend to the principle of pitch as explained in No. 1, 70, 71. 
S. Apply the siven first vowels to the practice of the Musical 

Scale* and join with them some of the consonants. 

4. Kecite the diphthongs and raise a third from the radical to the 
vanish. At another time raise a fouith, at another a fifth, and so on. 
Then (hll the same. 

5. Recite a hundred of the triphthongs. No. 1, 128. 

6. Read No. 1, 186 and 187, according to directions. No. I, 
191, 192. 

THURSDAY. 

1. Write the exercises. No. 1, 46. 

3. Recite the second hundred of triphthongs. 
3. Read from No. 1, 62, 67. 

4 Read No. 1, 188 and 189, according to No. 1, 193. 

5. Attend to the second Main Principle of Language. No. 2, 15. 
Let a page be filled of this principle. Let the class read simultane- 
ously. No. 2, 149, 150. 

FRIDAY. 

1. Recite the vow^els in the different degrees of openness. No. 1, 96. 

2. Recite the third hundred of triphthongs. 

3. Read from No. 4, 133, to 147. 

4. Recite the first hundred of quadrathongs, first each sound by itself. 

5. Read No. 1, 198, according to No. 1, 214. 

6. Attend to the third Main Principle. Let a page be filled like 
the examples given. No, 2, 20 

7. Read the auxihaiies in the different conjugations. No. 2, 23. 
Read the pronouns. No. 2, 24, 29, 31. See that this principle be 
understood in the outset. 

SATURDAY. 

Let an extra hour or two be devoted to reading and singing. 
Thus go on, each lesson adding only a little to what has before 
been taught. 

CLASS INSTRUCTION. 

Let another hour or half hour be given for the purpose of reading 
the book in course. Let it be a set time: every day, or every other 
day. 

How to teach a class of small children who cannot write. 
1. Write the words of the vowel key one at a time, on the black 
board, and give the true vowel sounds to the whole class, and let 



10 Mow TO USE THE BOOK. 

them be repeated until learned. No. 1, 157. Then let th|p consG- 
"nants be united to them as in No. 1,51. As soon as they can make 
the figure:? let them write upon the slate the diphthongs and triph- 
thongs, and recite a portion of them daily. Let the teachers-direct 
the qaality of the voice. 

Let your little pupils be placed before you. Say to them: ^^Kvery 
thin^ must have a name.''^ Call on No. 1, to mention a name. 
Ferhap-? the little child may not understand. Say thus to her br him: 
What do youvtearoa your feet? That, will put the whole class 
to thinking. Let each one in the class give an example. Then 
say to No. 2, tell me the name of something that is kept in tha kitch- 
en. Let each one, round to No. 1, give an example. Next call on 
No. 3, to mention the name of something kept in ihe parlor, Sft, No. 
2, 148, 153. Let them learn the words, No. 2, 22, 23, 24,^8, 59, 
139, by degrees. ^ 

• 3. As soon as they can make the letters, set them to writing the 
simple combination of words, No. 3,3. Let them be directed to 
write thus, uiider principle third: Let the same ogent do the same 
Hct to different objects, thus: 

Dogs bite horses. Dogs watch goods, 
oxen clothes 

Write ten objects cows houses 

sheep wagons 

It will be found that children will construct thousands of sentences 
like these. Let them, after they understand how, do it at their seats, 
and read their examples in a class. 

A word of caution. Allow not the young scholar to write care- 
lessly upon the slate. 

Let them take the irregular verbs, No. 3, 73, and the proper names 
from some Spelling bonk. And direct them thus: Let Georgs 5mc^ 
ten different things, mBntioning some auxiliary, thus: 
George can bind the stalks, or the green stalks. 
George can bind the rye 
George can bind the oats 
George can bmd the barley, S)'C. 
Next let James bleed ten different things. 
James can bleed an ox, or a lame ox. 
a horse 
a cow 
Then let Peter ^yri??.^ ten different things. Another one buy. ten 
things, and so on, 



INDEX. 



Social Lessons i jYo. 1. 

Sectional -Numbpr, 

42 Vowel Key 

44 Consonant Key 

45 to 51 Combination of Vowels 
with Consonants 

52 Perfect Alphabet and 
different ways of expressing the 
same s0und 
62 to 67 Qualities and Powers of 

the Voice 
69 Natural Pitch of the 
Voicr, founded on the forma- 
tion of the Vowel Sounds 
71 to 97 Musical Scales, 115, 

177, 17S 
107 Tabte of Diphthongs 
12S Table of Triphthongs 
152 TaMe of Quadrathongs 
157 The Child's First Les- 
sor U^OX S0UIS"DS 

185 Questions and Directions 

186 to 21Q Classification of the 
Words of one Syllable ac- 
cording' to tJie Perfect AU 
phabet 

211 to 215 How to Teach a 
' hild, 120, 124, 130 to 145, 
•37, 5t, 107 

I 217 to 227 'Syllabication, Ac- 

I cent. Emphasis, Modula- 

! Hon, 238, 214 

I 131 to 136 Principal Powers 

I of the Voice 

'161 to 167 **Wave of the 

i Voice," 111 

.228 Prefixes. 231 Affixes and 
Derivation. 234 Inflection 

'235 Of Words in general, and 

the Rules for Spelling 
236 Examples of Derivation 

239 The Child'sWord Book, and 
Examples of Association of Ideas 

240 Important Lesson^ in Pro- 
nunciation 



Social Lessons i A^o. 2. 

Sectional Number. 

22 Auxiliary Verbs 
23, and No. 4, 11, Conjugation 
24 Pronouns, 29, 31 
27 Simple Sentence, &:c 
55 Degrees of Comparison 
j 56 Words relating to Quantity 

57 Words relating to Number 

58 Relatives of Place 

59 Relatives of Time, No. 3, 83 
66 to 71 Examples in the differ- 
ent Moods 

73 to 83 Questions and Direc- 
tions on the Main Principles of 
Language, and the Parts of 
Speech 

84 to 98 Mary's Lessons in Read- 
ing for her little sister Jane, 
exemplifying the Auxiliaries 

110 Mary's Lesson for her sister 
exemplifying the Moods \ 

119 to 130 Important Definitions 

132 to the end of 136 The Un- 
ion of Languages 

137 Parts of Speech 

139 Lesson upon the General 
Relatives 

147 A good Mental and Vocal 
Exercise 

148 Mary's Lesson to her broth- 
er and playmates on JS^ames 

149 to the end of 153 Mary's sec- 
ond Lesson to her brother and 
playmates, on the Properties of 
things 

153 An Exercise for Children 

Social Lessons, J\^o, 3. 

1 Simple Combination 

2 Complex Combination 

3 Different Adjectives with the 
same Noun 

7 The same Adjective with dif- 
ferent Nouns 



12 



INDEX. 



Sectional Numbers- 

15 The same Article with the 

same Noun 
20 Different Adverbs or Secon 

dary Adjectives, with the same 

Adjective 
25 Different Nouns with the same 

Verb 

27 The same Subject and Affir- 
mation, but different Predicates 

28 Different Subjects, the same 
Affirmation and Predicate 

29 The same Article, Agent and 
Verb, different Adjectives 

54 The same Object in different 

places. Prepositions 
69 The same Agent doing the 

same x^ct at different limes. 

Adverbs of time, 61 
62 Adverbs of Time and Quality 
64 Adverbs of Doubt 
73 to 80 Irregular Verbs 
81 to 98 Examples and Remarks 

on Time 
99 to 102 An Action may be 

done before, until, when, while, 

after or since another action 
103 to 108 Comparison of objects 

113 to 115 Comparison of objects 
in connection with Actions 

116 Examples of Comparison 

117 An interesting Princple 

118 Definition by Description 

119 to 141 Dejirdtion oj Sen- 
tences^ or Elements of Com- 
position 

142 Texts to be Defined by the 
Pupil 

143 Julia's Description of a Sen- 
tence 

114 A new method of Reading: 
a substitute for Parsing 

146 Of Poetical Feet 
152 to 156 Selected Poetry 
157 Directions in Reading to a 
Class of small Scholars 

Social Lessons, J\*o. 4. 

6 Of Words 

7 A Phrase 



Sectional Numbers. 

8 A Simple Sentence 

9 A Compound Sentenca 
9—3 A Clause 

9—4 An Interrupting Phrase or 
Sentence 

10 Remarks on Conjugation 

\\ A Mew Conjugation Table 
12 General Idioms ^ 

15 Mew Conjugation < 

16 R\de 1st. Nominative and , 
Verb 

16 Rule 2d. Objective Case 

17 Rule 3d. Agreement of Arti- 
cles, Pronouns, Adjectives and 
Adverbs 

17 — 40 Adjectives and Adverbi- 
al Phrases and Sentences 

IS Rule 4ih. Apposition, or two 
or more Nouns in the same 
Sentence meaning the same 
thinff 

19 Rule 5th. Nouns or IVonouns 
Independent 

20 Rule 6th. Xouns or Pronouns 
connected by and 

21 Rule 7th. Nouns or Pronouns 
connected by (>r, or nor 

22 A Table of Corresponding 
Conjunctions 

23 A Table of the most im- 
portant Connective Words 

25 Peculiar Idioms 

Social Lessons, JVo. 5. 

I The Old Conjugation of Verbs 

8 Conjugation of the Neuter Verb 
be 

8 — IS A convenient method of 

Com gating according to the 

six-tense System 
8 — 24 (lasses of the Subjunctive 

Mood 
8 — 30 One Example in each 

Mood 
8 — 34 Active and Passive Voices 
8 — 43 Transitive and Intransitive 

Verbs 

9 Figures of Speech 

10 Propositions 

II Syllogisms 



THE 

AMERICAN LINGUIST. 



SOCIAL LESSONS, No. 1. 

OfHhe Elementary Sounds of the Human Voice y Perfect 

Alphabet and Musical Scale, 

1. — 1. Mary, are you fond of talking* with little children? 

2. — 2. I am extremely fond of ity sir, and I am very 
anxious to learn more about ih^ first pHnciples of language, 
that I may teach my little brother John, and sister Jane. 

3. — 1. What more of this subject do you wish to learn 
than you already kiiow? 

4. — 2. In the first place, I wish to learn all the simple 
sounds of the human voice, in th?ir most natural order. 

5. — 1. You have the Alphabet, a, b, c, d, e, f, g, h, i, 
j, k, I, m, n, o, p, q, r, s, t, u, v, w, x, y, z, and you know 
it of course. 

6. — 1. Yes ; I know how to repeat the names of the 
letters ; but this does not prove that I know all the sounds 
represented by them. When I learned the first letter, a, 
it was not told me. that with the same letter, I must spell 
late, at, half, was, cabbage, husband — and in this way how 
am I to know when I have a perfect list of all the Element- 
ary Vcwci Sounds! 

7 . — l1 , But why trouble yourself about these trifling y nice 
points, pow yo'» can read, and understand what you hear? 

8. — ^ Sir! is it a tririing affair, not to know the simple 
sounds, in one's owi* iauguage? 

9.— 1. I 0.0 not think so; but I find very few young la- 
dies of your ago, willing to devote much attention to the 
subject. 

10. — ^, Well! for one, I am determined to understand 
it thoroughly. 
2 



14 SOCIAL LESSONS, NO. 1. 

11. — 1. Then, with pleasure I undertake to teach Irou, 
and in return, I shall expect you to instruct your brother 
John and sister Jane. 

12. — 2. That I will endeavour to do, sir. 
13.-- 1. In the first place, I wish you to distinguish be- 
tween sounds and the characters used to r>^r?sent sounds. 
Do you see this character, a? Take notice that you see 
the letter. Now the next thing is to find out, by hearings 
what sounds it represents. No. 6. 

14. — 2. I have been told to call the Utters^ a, e, i, o, u, 
w and y, vowels. 

15. — 1. Let us attend for a moment, to the definitioi^of 
a vowel. Repeat it as it stands in the Dictionary. 

1 6. — 2. " Vowel, a letter that can be sounded by itself.'^ 
Is that right .^ 

17. — 1. I think not. A vowel is a sound (not a letter) 
that can be uttered with an open mouth, without the intercep- 
tion of the tongue, teeth, or lips. 

18. — 2. Then I should say, that a, e, i, o, u, w and y, 
are the letters, characters, or signs, that represent the vow- 
els or vowel sounds ? 

19. — 1. Yes. A letter is not a sound, but a represent- 
ative of a sound. The character, a, is a letter, biit the 
sound, a, is a vowel: the letter is seen, the sound is heard: 
a letter may be formed with a pen, pencil, brush, graver, or 
type; but the sound can be formed only by air drawn ii| or 
thrown out of the lungs through the windpi])e. \ 

20. — 2. I am anxio\:s to know more of the voice. 
21. — 1. ''In the middle of the Larynx, at the upper.'end 
of the wind|Upe, is a small opening called the Glottis, through 
which the air passes with great velocity, striking upbn \i% 
ligaments, producing a soimd called voice. Pure and simple 
voice thus t^^ansmitted to the mouth, is made articulate by 
mears of different organs, the tongue, tetth, and lips." 

22. — 2. I now understand what is meant by the organs 
of speech. 

23. — 1. Every different opening of the glottis produces a 
different vowel. 

24. — 2 . I do not see the necessity of representing so many 
sounds by the same character. No. 6. 

25. — 1. It is not necessary; but no one has a right ia 
make any alteration, for language is common property, ani 



SOCIAL LESSONS, NO. 1. 15 

it is»said that "custom is law." While great men write 
note^ not, knot, naught; ought, aught; rough, ruff, others 
niuftt do the same. My object is not to make any chang-e in 
the spelling, but to show how it may be done, and at the 
same time explain all the simple sounds of the voice. 
26. — 2. Why do you call them simple sounds.'* 
27. — 1. By simple, is not here meant foolish; but sin- 
gle, elementary. In the word, us, are heard two simple 
sounds, the one expressed by u, is a vowel, and the one ex- 
pressed by s, is a consonant, being a mere hiss; u-s. In the 
word "mine," are heard four sounds; them, a simple conso- 
nant., the i, representing two sounds, the first as heard in the 
word ma, the other as heard in the word, tn: ma in. Let these 
two words be uttered quick, and the combination will sound like 
the word, mine; as in this phrase: " Is ma in there .f*" I did 
not see your mam there; but mine is there. The n, is a conso- 
nant, and e is mute or silent. These make the four sounds, 
m-i-ak. In the word, once, the o represents two sounds; 
the fi^st as heard in the word pwll, the second in the word us, 
28. — 2. Then some letters represent more than one sound 
at the same time? 

29. — 1. Yes. Now I'll tell you how I proceeded. 
After I saw how imperfect our Alphabet is, and how difficult 
it is to explain, I began to seek for the simple sounds, and 
to arrange them as it suited me best. I took notice of my 
own voice, and listened to others while speaking in my hear- 
ing. I observed the slides of the voice upwards and down- 
ards, the constant changes from a low to a hiah sound, and 
from high to low, the accent, the emphasis, and the tone of 
voice. I had studied in this way about five years, when I 
became convinced, that each vowel sound has a natural place 
in the musical scale. 

30. — % What do you mean by the ^^musical scale?" 
31. — -l.I will tell you directly. Were you to call John 
from a distance, would you utter your words in a high or low 
pitch of voice? 

32 — 9. In a higher pitch than when I merely talk to 
him. 

33. — 1; Well, after I had discovei*ed this natural order 
of the vowel sounds, I concluded to call that sound No. 1^ 
or 1st, that is natiirally sounded highest, and the others as 
they naturally follow, 2d, 3d, 4th, &c. 



16 SOCIAL LESSONS, NO. L 

34. — 2. After you had arranged all the simple sodnds, 
how could you explain the arrangement to others? ( 

35 — 1. By characters which 1 selected for the purpqse. 
36. — 2. Why not say invented them? 
37.— 1. Because I only invented the use of them, in the 
same way that I discovered a particular arrangement of the 
vowels. In forming my characters I was determined that a 
single mark should represent a single sound. 

38. — 2. In the first place you sought for the simple sounds, 
and then for simple marks to represent them? 

39. — 1. I found that the dot or point is the most simple 
mark or character that can be made, and from the d«rt or 
point, lines may be extended in any direction; • o — dot, 
circle, line. From these I made all ray characters, thus: — 

light heavy 
Dot, 

Top of the smaM circle, 
Bottom of the circle, 
Left side of the order, 
Right side of the circle, 
Top of the large circle, 
Bottom of the large circle, 
Left side of the large circle. 
Right side of the large circle, 
A small circle, 
A short horizontal line, 
A short perpendicular line, 
A short direct slope, 
A short reversed slope, 
A short direct half slope, 
A long horizontal line, 
A long perpendicular line, 
A long direct slope, 
A long reversed slope, 
Along direct half slope, 
A short reversed half slope, 
A long reversed half slope, 
40. — 2, By these characters you intend to represent the 
simple sounds of the human voice as you have arranged them 
in your mind ? 

41. — 1. Yes. I will present you with a list of words in 
which, when correctly pronounced, may be heard all the sim- 



• 


1 
2 


• 


■w 


3 


\j 


( 


4 


c 


) 


5 


) 


/-\ 


6 


/> 


V^ 


7 


v^ 


( 


8 


( 


) 


9 


) 


o 



1 

2 


o 


i 


1 


/ 


3 


• 


\ 


4 


\ 


^ 


5 


^ 


— 


6 


-^ 


1 


7 


1 


/ 


8 


/ 


\ 


9 


\ 


/ 





V 


\ 


11 


V 


\ 


12 


< 



SOCIAL LESSONS, NO. L H 

pfe bounds. We will learn these sounds, Sind associate with 
them our new characters. First, the vowel sounds. 

41. — I. Pronounce these words very soft and distinct, 
us, itj let, at, half, sot, whole, pwll, ewe, ring, 
Read them thus, 

• 's, ^ t, 1 >^ t, ( t, h ) If, S/^t, whv-^Ie, p ( II, c ) uc, o ing*. 
Again; thus, 

Is, 2t, 13t, 4t, holf, s6t, whTle, p811, c9e, Oin^. 
Now again all the vowel sounds, 

42. VOWEL KEY. 

U'S, it, 1-e-t, a-t, h-a-ll, s-o-tj wh-o-le, p-w-11, c-u-e, r-iag. 

3^"P. . ^ v^ ( ) /-N W ( ) O 

12 3 4 5 6 7 8 9 

, M-o, ea-t, 1-a-le, a-ie, h-a-lve, s-ou-ght, h-o-le, p-&o-l, s-w-e, e-rr-ing. 

What sound does u represent in the word us? What does 

i represent in ii^ What does e in let.^ a in at} a in half? o 

in sat, &c. Pronounce all the sharp sounds after me, • ^ ^ 

C ) /^^-^ ( ) o . Now the flat ones very soft, • <\ w 

< ^Nv^ ( ) o • What is the first vowel sound ? the 2d, 

3d, 4th, 5th, &c. 

Write the words in the vowel key upon your slate, and use 
the Aew characters to express the vowels as above. 

Write these words and express the vowels by the new 
characters. 

Shun, shut, shove, chud, chiifF, chum, chub, chuck, judg-e, just. - 
Sheath, sheen, shill, sheet,sheaf, ship, chin, chill, cheat, chief. 

43. — 1. I will now give you a list of words in which are 
heard, when correctly pronounced, all the consonant sounds. 

44, CONSONANT KEY. 

hu5^, church, see, thin, in, heaf, fife, ma, be, esike. 
Sharp, -11/ \ / _||/\// 

1 2 345 67890 

Flat, - I , , X • -«| I / \ // 

azure, Jud^e, ^real, then, ill, heed, 'riue, pa, ing, gig. 
A-e, 1 1 u7i-iist, 
\ \ 

s \ 

y-e, 12 w-oo, 
I have read in some Grammar, <^r some teacher has told 
me, that " A coasonant cannot be sounded without the help 
of a vowel;" but I find in pronouncing the word, hu-sA, lean 
2* 



18 



SOCIAL LESSONS, NO. L 



continue the consonant sound, represented hy sh, as long Ais I 
please withoi't the help of a vowel. 

45. — 1. I will here give you an exercise by which you 
can see and hear for yourself: and you may know too that 
you will be learning Stenography or short hand writing, by 
which, when you have perfectly learned it, you can write 
nearly as fast as a person can speak. 

46. What is the first vowel sound? Ans. • What the 
first consonant? Ans. - 

Prefix the first vowel to the first consonant.^ 





SHARP CONSONANTS. MS 


FLAT CONSONANTS. 


1. sh. 


• • — 


. - • - 1. z. 




2. ch. 


• 1 • 1 


• 1 • 1 2. j. 


• 1 • 1 • 1 • 1 • 1 


3. s. 


• / • / 


. / • / 3. z. 


• /•/•/•/ •y/ 


4. th. 


• \ • \ 


. \ . \ 4. th. 


• \«\«\*\<<\ 


5. n. 


• / • / « 


/ . / 5. 1. 


••••••••/• 


6. t. 


• — • — — a 


6. d. 


• — • — • — • -"-4* "^ 


7. f. 


. 1 . 1 . 


t . 1 7. y. 


• 1 . 1 • 1 • 1^ 1 


8. m. 


. / . / . 


/ . / 8. p. 


•/•/•/•/•/ 


9. b. 


• \ • \ • 


\ . \ 9. ng. 


• \ • \ • \ • \ • \ 


0. k. 


• / ' / 


► / • / 0. g. 


• /•/•/• /;• / 


11. h. 


11. y. 


. N ' 


12. wh 


. \ 12. w. 


.\ ^ 


47.- 


-1. Prefix the second vowel to the consonants. 


48.-2 

1. sh. 

2. ch. 


. SHARP CONSONANTS, it. 


FLAT CONSONANltS. 


^N — ^S — • /^ ■— /^ — 1 , 2 . 

- I 2. j. 


^ 1 


3. s. 


^ / 3. z. 


'^ ' 


4. th. 


- \ 4. th. 


^ \ 


5. n. 


- / 5. 1. 


/^ /■ 


6. t. 


-— 6. d. 


rx — 


7. f. 


- 1 7. V. 


- 1 


8. m. 


^ / 8. p. 


- / 


,9. b. 


- \ 9. ng. 


«\ V 


0. k. 


- / 0. g. 


«/ 


11. h. 


- \ 11 y. 


« \ 


12. wh 


. - \ 12. w. 


-\ 


49. 


Now I see how to make these lessons. I can make 


as many as we have vowels. I will prefix the 3d vowel ^ 



♦Prefix the second, and so on, making the sound at the same time 
yoa do the character. 



SOCIAL LESSONS, NO. V 



19 



to the' consonants, then the 4th ( , 5th ) , Gth/^, 7th^^, 
8th ( , 9th ) , and 10th o . When 1 wish to represent the 
fiat vowels 1 will raakc a heavy character. 

50. — 1. If you be disposed to amuse yourself in this 
way, how can you make other exercises? 

51 . — 2. I can affix each vowel to the consonants, thus, 





Its 


iU let, f-t, hal , sot. ^viiole, puil. cut, ring. 


1. sh. 

2. ch. 




- __ ^, / \ ^-^ <s.J ( ^ A 


1 


• /-\ >.• ^ } /—\ N..^ ^ J * 


3. s. 


/ 


*}^f^lil')t^t'-^/l/)l* 


4. th. 


\ 


•\^\^\(\)\/^\'^\(\)\» 


5. n. 


/ 


. / r^ / ^ / ( / )//^/V^/(/)/« 


6. t. 

7. f. 




^ ^ ( ) ^^ ^_, r \ ^ 


T' 


.|^l^l(|)|-|w|(l)|. 


8. jm. 


/ 




9.^^. 


\ 


. \ - \ - \ ( \ ) \^\^\ ( \ ) \ • 


0. y 


/ 


•/-/-/(/)/^/^/(/)/» 


11. f. 


\ > 


\^\v^\ ( \ ) \/-N\V^\(\)\0 


13. wh. 


\ 


• \ - \ - \ ( \ ) \^\V^\ ( \ ) \ • 


1. z. 

2. j. 


un, eat, lato, ate, halve, so?t2;bl hole pool, sun erring. 


l»l^|vy|CI>I^N|V^|(l)|0 


3. ^• 


/•/rx/w/C/>/^N/V^/(/)/0 


4. tfc. 


\»\^\w\C \ > \/^\v^\(\)\0 


5. 1. 

6. d. 

7. v. 




I • 1 - 1 « 1 < 1 > l^lv-'-C 1 ) 1 O 


8. p. 


/./-/-/</> I^l^l ( / ) / o 


9. ng. 


\ • \ - \ - \ < \ > \^\v^\ ( \ ) \ o 


0. g. 


/./«/«/</> //-v/v^/ ( / ) / O 


11. y. 


N«N«NWS<N >S/-SN\^\(\)\0 


12. w. 


\ . \ « \ « \ < \ ) \/^\^\ ( \ ) \ O 


And I can prefix each vowel to the consonants. 


Write 


upon your slate the sharp vowels before the first 


sharp consonant. . - ^ - ^ - <_ )_r-\- 


Now write the sharp vowels before the second sharp con- 


sonant, &c. 


Now write the sharp vowels before the first flat consonant. 


• — ■ /-v 


- ^ - < - ) - ^ - 


Now before the 2d flat consonant. Now the 3d, &c. 


Prefix 


novrthe flat vowels to ihe first sharp consonant; to 


the 2d, &c. 





30 



SOCIAL LESSONS, NO. 1. 



^ ?^ bo 



S- '^ O 






^^3 ' 



w a o 



r 's § S 
: ?^ § g 









a 

en rt 

=5 



rv ^ 



^ 






p b ^ 
ffli s ra 







a 



«y a 


O 


^p;-. ---jsj -^-^^p^ b0>-, >^ 






'^ <D ^ - a 


bj} 0) 




< i • c > ^ ^ 


( ) 


v>/^ O 5s; 1 - *^ «- N 1 — •^*<^\ / /"§• 


O 1^ C^ GO ^ ^ 


c£> r- 


g^ . C ) - - 


( ) 








o3 


o 


^=5S-. 05 C^VmS^^-S « 



o G O '^ 



* •» — -^^ at, T^ 



55 



O ^ 



§ ^ ««. 
§ ^ ^ 












5^ 

o 



; ^ 



^ c3 .^ 






55^ S e 






C3 



E 'c5 









.3 ' 

< 






^ CJ 






;i S 






SOCIAL LESSONS, NO. 1. 21 

54.— I. Mary, have you examined the Perfect iVlphabet? 

55.-^2. I have, for I feel in haste to commence teach- 
ing my brother John. It is very easy to tell vfhat sounds 
you intend to give the new characters, by the italic letters 
in the words each side of thern^ The different ways of rep- 
resenting the sounds may be known by the list of words op- 
posite each character. I can tell by looking at the Alphabet 
the different ways of representing the 7th sharp consonant: 
by f, ff, ph, gh, and the flat sounds by v, f, ph. 

56.-1. What are some of the ways of representing the 
first sharp consonant? 

57. — 2. It is represented by sh, c^ ch, ss, s, t, and x. — 
See Alphabet. 

58 — 1. Well, Mary, I would not perplex John with such 
quest^ns, until he can repeat every sound very well, and tell 
the number of each without hesitation. Why not begin to 
teach Aim this very day? 

59.-f--2. Did you not say that you would tell me some- 
thing more of the Musical Scale ? 

60. — 1. Mary, your parents did not send you to me to 
learn -jmusic. 

61.4—2. Well, they wish me to understand the proper- 
ties of |he voice. 

62.-*-l. You may repeat the vowels in a soft 1 voice. 

smooth 

Th& teacher must here en- . . 

7 , . musical 

deavor ' to give proper exam- r .i 

pies for hi^ pupils to imitate. , I 

rough 

63. — 2. I find that the consonants may be expressed more 
dr less rough, more or less harsh, &c. 

64 — L Repeat the vowels in a strong voice.] 

When the teacher does not r Tt t? 

• leeble ' Jb orce 

mention any particular man- , , } e • 

.1 ^ -I • X 1 ± loud 01 voice 

ner.^ the puinl is expected to ^ .^ , | 

recite in a natural voice, f ' ^ I 

65. Some people speak muck slower than ottiers. " 

^ quicker 

Some people sound the vowels longer ^ Time <j long 

shorter 
Some people speak much more rapidly 



Some of 
> the qual- 
ities of 
voice. 



r slow 



i short 
I rapid 



22 



SOCIAL LESSONS, NO. 1. 



Abruptnfess of 
voice. 



6Q. You can speak with abruptness, 

siiddenness, 
quickness. 

67. — 2. Abruptness of voice, I suppose, will not admit 
ef a gradual emission of sound; and I suppose a feeble voice 
may be abrupt as well as a loud voice. 

67. — 1. We may speak high or low, > Pitch of the 

The voice may rise or fall. ) voice. 
68. — 2. I wish to know something more of its rising 
2ii)6 falling. 

69. — 1. Can you say the vowels from the 10th to the 1st? 
70. — 2. Yes; I think I can. 

Begin at //le ' 0,' and 
sound it as low as you can, 
and then let the voice slide 
smoothly to the dth^ then to 
the Sthj and so on to the 
\st^ and see if No 1, be 
not higher than No. 10. 
Observe, Mary, that I use 
this character 0, in repre^ 
senting the sounds to signify 
the lOth place, as 9 repre- 
sents the dth place. 

It must not be expected that a person, without a teacher 
who can give proper example, will fully understand this, until 
after much practice upon the vowels as they are here arrang- 
ed. Let him make the combinations of vowels as in the ta- 
bles, 107, 129, 155, with a nice attention to the pitch of 
voice, and he will be better prepared to decide upon the 
truth of what is intended by the above scale. If it be true 
that each voivel has a natural place in regard to pitch, and 
can be spoken or sung in greater or less degrees of open- 
ness, so as to affect the style of speaking or singir^, I think 
it to be important for Eiocutiooists and Musicians to know 
it. Let the principle be tested by fair experiment. 

Let me hear you repeat several series of the vowels as 
represented by the figures in the first of the folio wmg scale, 
beginning at a low pitch. Now begin in a high pitch and 
descend. Sound the second vowel. Now the eightn, Now 
the fifth, the second; the sixth and second; sixth and 8th, 



An interval is the dis- 
tance from one soitnd to 
another. 

The greatest corn^ass of 
the voice is the greenest ex- 
tent of interval or intervals 
which it can make. 

A note is any musical 
sound considered by itself 



SOCIAL LESSONS NO. 1. 



23 



71. A SCAIE, 

By li'hich we can measure the prtgressive skips of the nat- 
^ ural voice e'^'her ascendi^io^ or descendinor. 

ASCENDING SC i.ii, DESCENDING SCALE. 

12 3 4 5 6 7 8 



'Z i 


4 


1 


i 


= M. [ 






2? 


" .S" 2 ^^ 




~2 


^^r 1 








-6' 








1 




2o 


— 7 _ 




■ ^'^ 


1 

I I 




24 


^ J 


~4 


T:^- 


1 




-- '1 










23 


8 3 


6 


~5 


5 o " 






U 


"^7' ' 




~6 


— 3 ^ 







ii 


^-j 


7 1— 


7 


T 


^ 




10 


; 1 

I ~ 4 i~ 


___ 8 


~8 


T:% 


_ 2 


— 




-2^' ! 












"9 




9 


9 ^ 






8 


3| ' 


1~ 8 


12 


-0-^- 


2 
3 — 1 




7 


J. 1 5 


_.il^ 


^> ' ^ 




2 


6 


5 


i 


il •- 








T»- 


_ 8, 










5 


13 


3 ^ 


3 ~~ 






8 ^^ 


~ 




— 7 






4 




14 


'^ _ 5 






3 


n 


T5 T \ I ' 




— 


2 


¥—- 


«- 6 

1 


Vj 


— 8 — 
6 


- 3 







0^7 

y 6 — 


1 1 


— — 






1 


_ 9 


17 


^9 6 







9 


^ 


13 
1^ 


3 ^ 

U 7 


4 


3 


i 


T~ 8 — 


9 


¥'} 


1 




1 


1,' 


21 


I , 


" ~ 1 




6 


5i ^ 


— i f} 


^ 1 - 






-^8 


< ' 


— — 6 




5 


« 


2'! 


I2 8 


5 


i 


7! — 


24 


4 






7.»- < 




) 








3 
2 

i 


25 " 

26 ' 

27 ' 


5 

- : 9 
7 7 


— 1 
1 1 


4 

1 



12 3 4 5 6 7 8 
"^^^ — ^ Now, Mary, were I not pres.^nt to show you by 
ample the use of this scale, how could you understandit ? 



24 SOCIAL LESSONS, ISO. I. 

73. — 2. Why! I should know of course, that you intend 
I should begin at the bottom of the ascending scjale, on 
the left hand side, and with a rising movement of the voice, 
sound the vowels in order from the to the top, making the 
least possible intervals, thus proceeding through the whole 
compass of my voice. 

74. — 1. You must not expect one trial will be sufficient. 
You will find that every time you direct your attention to 
this lesson, and practise it faithfully, you will make sensible 
improvement in the management of your voice. You will be 
constantly making discoveries, which, I presume, will very 
much surprise you. 

Id. — 2. Well, after ascending or descending the scale, 
as minutely as possible, you intend I shall double the dis- 
tance M the intervals, or let the volume of sound in the sec- 
ond series be twice as large as the first; and in the third, 
three times as large, and so on. 

76. — 1. When you talk, you are constantly Aanging 
the pitch of your voice, which you should observj and do 
when you read; but I shall tell you more of this hereai'ter. 

77. — 2. Have you not another musical scale that you 
will explain to me? I 

78. — 1. Yes; but how can I afford to teach jbu music 
wh^n you expected to learn only Grammar? to say, '^ The 
nominative case governs the verb;" and " articles belong to 
nouns." 

79 — 2. O! your method is so easy to understand, I 
shall have time to learn more than inerely the old/fashioned 
Grammar: and 1 wish to be able to instruct John thoroughly 
in the first principles. 

80 — 1. You have yet to learn how hard it is for people 
to change their way of thinking! 

81. — 2. Well, sir, it is my business to learn what is 
necessary to enable me to speak and read well. 

82. — 1. And whv should any one object to a child'i 
learning something of music, if it be impossible to learn to 
read as well without. 

83. — 2. I think as much. A prejudice that would for- 
bid that, world be unjust ! 

84. — 1. Some think that all has been done- that ean be 
done, and seem to suppose all improvements to be idle in- 
novations. 



SOCIAL LESSONS, NO. 1. 25 

85. — 2 It is not so with my parents! 

8Gw — 1. I am glad of that, I shall have the more con- 
fidaiKe in teachings you what 1 think is right. 

^7. — 2. And I the more in learning nhat you direct. 

88. — 1. I would not consent to say another word to you 
concerning musicy did I not think it necessary that you should 
understand some of its important principles, in order to give 
proper instruction to your brother. It is true you might learu 
it at a music school, but it may not be convenient for you to 
attend one. 

8y. — 2. Since you gave me the Natural Scale, I have 
felt more anxious to pursue this subject. I explained it to 
my parents, and they have no objection to my knowing these 
things. 

9^. — 1. Do you know what is meant by the pitch of 
voice? No. 67 and 71. 

91^ — 2. I suppose in the descending scale, that No. I 
is desfgned to represent the place of the highest pilch of 
one's voice; and No. 2, a lower, and thus each number to 
the hkottom denotes a diff«^rent degree of pitch. 

9^, — 1 The numbers arranged across the top of the 
desceljding, and bottom of the ascending scale, merely de- 
note tAe different divisions of sound. Now tell me how ma- 
ny decrees of the first division, one of the second contains? 
how many does one of the third? one of the fourth? How 
many degrees of the first division do five degrees of the 
third contain? five of the fourth? One degree of the third 
divisioB contains one and a half of the second. One degree 
of the fourth contains one and one third of the third divis- 
ion. All this you can see for yourself by looking upon the 
scale. 

93. — 2. I shall prove these things when I am alone. 

94. — 1. Repeat the vowels in a low abrupt voice. — 52. 
Now in a higher pitch. Now higher, very soft. Again, 
and try to sound each vowel on the same degree. 

95. — 1 This > character may represent the " radical 
s/rdss of Toice." No. 1, 133. 

This < the " final stress." No 1, 134 

The diamond omay represent the '^median stress." No. 
1, 135. 

■ 123456789 

Different movements — |><AVoOX 
3 



V 



26 



SOCIAL LESSONS, NO. L 



Gene^ral Re^^ ^P'^^^^^ of the voice, or Musical Swell. [ 

^t Pronounce th(i^gen- 

^t I 5 , at ' eral relatives ih the 



tives. 



rWhat? 
Who? 
How? 



_at 
at|2 
Where? wh|7\" A 
AVh.n? '^ V 
[Why? at|^ 

at 
Pronounce the 
vowels in the 1st 
degree, &c. 



at 
3" 

I 



I 

3 

7t 



Tjat 
3~ 
I 





— 
at 



least possible open- 
ness of voice, abrupt- 
ly. -Again, letting 
at the voice spread as 
TTI represented in the 2d 
— I degree. Now mortj 
at open in the third. 
Again, fourth, with 
more force. Now 
fifth, with increased 
time and force. 



97. Musicians have chosen a certain interval of sound 
for its pleasantness, and call it a Tone; and by a certain 
arrangement of tones and half tones, or semi-tones, they 
construct every variety of Tune and Air. 



D O O 4 d ^ \ ^ 

6 3 7 4;i HP'"'«- 











MUSICAL 


SCALE NO 1. 






Tone. la. 
Tone. sol. 

Tonic. fa. 
Semitone, mi. 
Tone. la. 
Tone. sol. 
Semitone, fa. 
Tone. la. 


e 
d 
c 

y 

a 

T 

e 


6 

7 
1 

3 

4 

6 


s 

1 

3 
4 

6 

7 
1 

¥ 

3 


S 

2 

7 

1 

3 

4 

J_ 

6 

7 


s 
3 

4 
5" 

6 

7 

1 

Y 

3 
4 


' s 
4 

1 

3 

4 
~5 

6 

7 
1 


j 5 
5" 

6 

7 

1 

3 

4 
5 


sb 
6 

2" 
3 

4 
~5 

6 

7 

1 
2* 


b 
5 

7 

1 

"2" 
3 

4 
6 


b b 
4 3 

411 
~5Y 

6!3 

_l_ 

7'4 

71 

3 j7 

i 


b 
2 

6 

7 

1 

"2" 
3 

4 



b 

_L 

2 
3 

4 
5" 

6 
7 

1 

2" 



th] 



iree. 

Four. 
Five. 
Six. 

Seven. 
One. 
Two. 



You may see that No. 1, in this scale is the tonic, and 
Nos. 2 and 5, are semitones. The Tonic is considered the 
same as the 8th above or below it, and is therefore number- 
ed, and represented the same. No. 1, 238-13. 



SOCIAL LESSONS, NO. 1. 



2T. 



2d space above. 
1st leger line. 
1st space above. 



Air. 



1st ^pace below | 
1st leger line. <[ 
1 st) space above 1 



Bass. 



1st space below. 
1st leger line. 
2d space below. 
2d leorer line. 



3IUSICAL 


SCALE 


, NO. 


2. 


flat, 
sharp 


6 
1 


5 

2 


4 
3 


3:2 
415' 


1 

6 




Key of F. 



Octave. 
Middle C. 



Staff. 



The figures in this Scale denote, Ist, the degrees of the 
Octave below the Tonic. 2d. Their own names, as, 
o?ie, twOj &c. 3d. The musical syllables, fa, sol, la, mi. 
4th. The seven first vowel sounds. The Key of G, has 
how many sharps? flats? D, how many? A? E? B? F? I 
shall tell you more of this after you have learned to combine 
the vowels^ and have recited them so as to prepare the voice 
for this exercise. No. 114. 



"s 



28 SOCIAL LESSONS, NO. 1, 



98. — 2. When I say what? who? how? where? wjien? 
why? I observe that my voice slides upwards or downwards; 
and what shall I call this movement of the voice? 

99.— 1. Mr. Walker has called this, Inflection of the 
voice. When the voice slides upwards it is the rising in- 
flection. When it slides downwards, it is the falling inflec- 
tion. No. 159. 

100. Is it there? Has it been there? Has it done it there? 

1766 176 5 176 65 rising. 

1234 123 4 12 3 34 falling. 

101. You may observe, that the voice naturally rises 
more than one tone in asking questions like the above. I'be 
figures under the above sentences refer to the musical scale, 
and denote the movement of the voice. The first syllable I 
suppose to be on the key note. 

102. What inflection in this sentence? 

Shall I do it now? 
11116 

103. You may speak all except the last word iul the 
same degree, inflecting the voice a little, and on the last, 
slide it up to the 6th, or 5th. Say the vowels, and slide''thc 
voice upwards from 1 to 7. Again, from 1 to 6, from 1 to 
5, from 1 to 4, from 1 to 3, from 1 to 2, from 1 to 1. iSay 
them now and slide the voice downwards, from 1 to 2,ifroni 
1 to 3, from 1 to 4, from 1 to 5, to 6, to 7, to 1. Say 4hem 
now without rising or falling, or in a monotone. ( 

104. Say the words in the Alphabetical Key, and slide 
the voice upwards on each vowel, No. 52. Again, down- 
wards. 

105. — 2 What am I to do with the souuds heard in 
jor/, pownd, ivar^ qmnce, qwoth, quire, qween, qwailj they 
do not appear to be exactly like the simple vowels'? 

106. — 1. To answer that question I must trouble you 
with another table of sounds. 

Write the numerical characters upon the slate, 1, 2, 3, 
4, 5, 6, 7, 8, 9, 0. What vowel does No. 1, represent? 
No. 2, &c? We have three sets of characters by which we 
can represent the vowels; a, e, i, o, u, w, y, r; the n^w char- 
acters; and figures. You may name and express the vowel 
sounds by tb^ figures. 

In the following table the figures represent the vowel 
sounds. 



SOCIAL LESSONS, NO, 1. 



29 



Tlie union of two vowels is a diphthong, 

107. A TABLE EXHIBITING ALL THE DIPHTHONGS. 

u-s. i-l. 1-e-t a-{. h-a-lf. s-o-t. wb-o-le. p-M-II. c-tt-e. r-iug 



1 


2 


3 


4 


5 


6 


7 


8 


9 






p 


11 


.12 


13 


14 


15 


16 


17 


18 


19 


10 


S^ 


21 


22 


23 


24 


25 


26 


21 


28 


29 


20 




31 


32 


33 


34 


35 


36 


31 


38 


39 


30 




41 


42 


43 


44 


45 


46 


47 


48 


49 


40 


< 


^51 


52 


53 


54 


55 


56 


57 


58 


59 


50 


1 


61 


62 


63 


64 


65 


66 


67 


68 


6d 


60 






72 


73 


74 


15 


16 


77 


78 


79 


70 


3 

a 


Si 


82 


83 


84 


85 


86 


87 


88 


89 


80 




91 


92 


93 


94 


95 


96 


97 


98 


99 


90 


5 


01 


02 


03 


04 


05 


06 


07 


08 


09 


00 



108. The first ten diphthongs are formed by prefixing the 
first vowel to each of the others. The second tenbj prefix- 
ing the second vowel to the others. How is the third ten 
formed? How is the fourth? the fifth? the sixth? the sev- 
enth? the eiafhth? the ninth? the tenth? • 

109. In saying the diphthongs, at first pay no attention 
to the distinction of the vowels into sharp and flat, or short 
and long. 

110. The constituent parts of a diphthong are the two 
sounds of which it is composed. The '* radicaV^ of a diph- 
thong is its first sound; its ^^ vanish^^ is its last or final 
sound. 

The first opening of a vowel is called its " radical^^^ and 



^ 



30 SOCIAL LESSONS, NO. L 



its final diminishing' sound its '^vanishy The rising or 
faiii<)2: iuilection of the voice is called " the concrete pifch," 
or upward and downward movement. 

111. "A wave of the voice is made by joining the up- 
ward and downward movement in continuous utterance/' or 
it is a union of the rising and falling- inflection. 

1 12, — 1. Now, Mary, you may think it useless to know 
all these things; but let me read to you a few words from 
the celebrated Dr. James Rush, who has written a History 
of the human voice, and has said many good things. 

113. '* The Wave is a very frequent element in express- 
ion, and performs high offices in speech. It therefore be- 
comes him who would not be a pretender in elocution, and 
who is willing to turn from the falterings of spontaneous ef- 
fort in art^ io the fulness, the purpose and the precision of 
scienfijic order and rule — it becomes him not to overlook the 
investigation of the wave." 

114. — 2. I do not question the importance of these les- 
sons, and only fear that I shall not understand them. 

114 — 1. How many difffirent letters are used on thfeleft 
side of the second Musical scale? No 97. How foany 
different figures used in the scale .^ In the Scale what 
numbers are semitones.^ In either scale, each number de- 
notes a degree. How many degrees then in an odtave? 
How many whole tones in the seven degrees? Howtoany 
semitones? In practising the Musical Scale, you may use 
the names of the figures, one, two, three, four, fiYOf^ six, 
seven, and combine them thus. . ' " 

115. 1 one, 1 one, 1 one, 1 one, 1 one, 1 one, 1 one, 1 one. 

2 two, 2 two, 2 two, 2 two, 2 two, 2 two, 2 two. 

3 three, 3 three 3 three, 3 three, 3 three, 3 three. 

4 four, 4 four, 4 four, 4 four, 4 four. 

5 five, 5 five, 5 five, 5 five. 
6 six, 6 six,, 6 six. 
Let the teacher direct the 7 sevn, 7 sevn. 

time and force, i^c. 1 one. 

2 two, 2 two. 

3 three, 3 three, 3 three 

4 four, 4 four, 4 ^our, 4 four. 

5 five, 5 five, 6 five, 5 fiv^, 5 five. 
6 six, 6 six, 6 six, 6 six, 6 six, 6 six. 

7 sevn, Tsdvn, 7 sevn, 7 sevn, 7 sevn, 7 sevn, 7 sevn. 
115. 1 one, 1 one, 1 one, 1 one 1 one, 1 one, 1 one, 1 one. 



^ 



SOCIAL LESSONS, NO. 1. 31 

116. Mary, make these combinations in the Key of C- 
Find'C in the Scale, and on the same line to the right .hncl 
1, then in column of 1, count upwards or downwards, mak- 
ifig your combinations. ]3o the same in the key of D, and 
so on. 

117. — 2. Why not let the seven first characters of the 
Perfect Alphabet represent the tones of the Musical Scale? 

118. — 1. Very well, you may make a scale in your writ- 
ing book and use these characters. 

119. — 2. I can unite the consonant sounds with the vow- 
els, and in this way, at the same time I am acquiring a 
proper command of my voice, I shall be perfecting myself in 
pronunciation. 

130. — 1. In this way how can you make lessons for your 
little: pupil ? 

121. — 2. I will teach him the vowel sounds as soon as I 
can, then I will say to hmi, John, now we will unite the 
first -sharp consonant with the vowels. I shall always say 
the Idsson with him until he learns it. After going through 
with ifie first, I will say. Now we will unite with the vowels 
the fimt flat consonant. After I have in this way at differ- 
ent tiroes taught him all the consonants, I shall give him 
some combinations of consonants to unite with the vowels: 
first, the third sharp consonant before some of the others, 
thus, sn, si, st, sph, sm, sp, sk or, sc. 

Numberof 35, 35,36,.37, 38, 38, 30, 30. the consonants, 
fl, pi, bl, cl,orkl, gl, spl. 
75, 85, 95, 05, 05, 05, 385. 

122. Well! while we are saying these, I shall direct him 
to recite sometimes in a low voice, sometimes in a higher, 
soft loud, quick, slow : in every variety. " 

123. — 1. 1 would have you teach him the combination of 
the vowels as early as possible, because in reciting the diph- 
thongs and triphthongs, you will find a great variety of exer- 
cises, that will be pleasing to him. You will find after a 
little practice on them, {if you give him proper example^) 
that he will manage his voice well, and be able to execute 
the Musical Scale with you; and be better able to imitate 
you when you give him lessons in reading. You can tell 
what efiect it will have upon him by your own improve-- 
ments. 



32 SOCIAL LESSOxNS, NO. 1. 

124. What are you looking at, Mary? Your table of diphthong? 
What figures represent the first? 1 and 1, or two ones. VV^l how 
many does 1 and 1 myke? 1 and I are 2, and 1 find the ansvvw in 
the angle above. A^'hat figures represent the ?d? 1 and 2, and 1 and 2 
are 3. in the same angle ! find 21, and when added they make 3: 
thus 2 and 1 are 3. In the next angle what combinations do you 
find? 1 find such as will make 4: thus 1 and 3 equal 4; 2 and 2 are 
4, 3 and 1 are 4. You may copy the combinations from each angle, 
and teach them to John. vSay, John, if you have one apple, how 
many more must you have to make two? If you have one, how ma- 
ny to make 3? If you have 2, how many more to make 3? If you 
have 1, how many more must yoa have to make the number equal 
to 4? If you have 2, how many? If 3, and so on, sometimes taking 
apples to add, and sometimes peaches, plums, marbles, and such 
things as he will like to think about. In the contrary angles begin- 
ning at 19, you will find subtraction, which 1 wish you to study out 
yourself and teach to John. I might tell you more of this curious, 
and I think useful table, but 1 must wait till a better opportunify, for 
some will say perhaps that Number has nothing to .do with a^work 
upon Language, No. 2, 57. 

125. — 2. Why not teach John to read the table in this wat : 

1 and 1 are 2, 1 and 2 are 3^ 1 and 3 are 4, 

11 and 1 are 12, 11 and 2 are 13, 11 and 3 are l4, 

21 and 1 are 22, 21 and 2 are 23, 21 and 3 are 24, 

31 and 1 are 32, 31 and 2 are 33, 31 and 3 are $4, 

41 and 1 are 42, 41 and 2 are 43, 41 and 3 are 44, 

51 and 1 are 52, 51 and 2 are 53, 51 and 3 are 64, 

61 and 1 are 62, 61 and 2 are 63, 61 and 3 are ^4, 

71 and 1 are 72, 71 and 2. are 76, 71 and 3 are 74, 

81 and 1 are 82, 81 and 2 are S3, 81 and 3 are 84, 

91 and 1 are 92, 91 and 2 are 93, 91 and 3 are 94, 

2 and 1 are 3, 2 and 2 are 4, 2 and 3 are 6, 

12 and 1 are 13, 12 and 2 are 14, 12 and 3 are 15, 

22 and 1 are 23, 22 and 2 are 24, 22 and 3 are 25, 

32 and 1 are 33, 32 and 2 are 34, 32 and 3 are 35, 

42 and 1 are 43, 42 and 2 are 44, 42 and 3 are 45, 

52 and 1 are 53, 52 and 2 are 54, 52 and 3 are 55, 

62 and 1 are 63, 62 and 2 are 64, 62 and 3 are 65, 

72 and 1 are 73, 72 and 2 are 74, 72 and 3 are 75, 

82 and 1 are 83, 82 and 2 are 84, 82 and 3 are 85, 

92 and 1 are 93, 92 and 2 are 94, 92 and 3 are 95, 

JVext add each of the fissures with the third column of diph- 
thongs^ then each of tke figures with the fourth, and so on. 

Well, Mary, you may teach John the use of numbers by this 
table. It will not injure him, and the exercise of adding and subtract- 
ing will be well calculated to improve his voice in reading; and as 
soon as he can make the figures let him write off the tables upon 
his slate. 



SOCIAL LESSONS, NO. I. 



33 



126. — 2. Sometimes we have three or four vowels in the 
same syllable: quite, (q ( ) --te,) quiet, (q ( ) '^ - t,) in- 
quiry, (inq ( > ^ o '-^ ,) what shall I call such combinations? 

127. — 1 The union of three vowels is a triphthong. 

Allowing only ten vowels, we make by combination one 
thousand tri^jhthongs. You need not be alarmed at the 
task of learning them, for the arrangement is so simple that 
you will find no difficulty in making John understand all 
about it, and by exercising upon them you will learn the 
''- Wave" of the voice to perfection. You know how to 
make all the diphthongs? W^ll, prefix the first vowel to 
the diphthongs to make the 

128. FIRST HUNDRED OF TRIPHTHONGS. 

US, it, let, at, half, sot, whole, pz^ll, cue, ring. 

1*2 34 5 6 7 89 ' 

ui, eat, late, ate, halve, sowght, hole, pool, sue, erring. 



11^ 112 


113 


114 


115 


116 


117 


118 


119 


110 


ISr 122 


123 


124 


125 


126 


127 


128 


129 


120 


131 


\ 132 


153 


134 


135 


136 


137 


138 


139 


ISO 


141 


142 


143 


144 


145 


146 


147 
157 


148 


149 


140 


151 


152 


153 


154 


155 


156 


158 


159 


150 


161 


162 


163 


164 


165 


166 


167 


168 


169 


160 


171 


172 


173 


174! 175 


176 


1 
177 


178 


179 


170 


18ll 182 

1 


183 


184 


1851 186: 187 

1 1 


188 


189 


180 


191 


192 


193 194; 195 

1 


196 


197j 198 


199 


190 


101 


102 


103 104 105 

I 


106 


107 


103 


109 


100 



129. Prefix the second vowel to the diphthongs to make 
the second hundred, and the third to make the third hun- 
tired, and so on. Recite the second hundred. 



X 



34 SOCIAL LESSONS, NO. 1. 

How do vou make the third hundred of triphthongs? the 
4th? the 5th? the 6th? the ^th? the 8th? the 9th? the 10th? 

130. — 2. I will let John suy each sound in a triphthong 
by itself, thus, 1-1-1, 1-1-2, 1-1-3, at first, and at the 
same time I will tfach him Accent and Emphasr-s I will 
direct him thus, John, w^hat are the vowels? He is to recite 
in a perfectly natural voice. 

131. — 1. Now say them abruptly, making a long pause 
between each sound. By example I must teach him what 
this means. 

132. — 2. Now give a long quantity to each vowel, or re- 
cite the vowels in a " Thorough stress of voice," which 
means an even, uniform, continued sound, either rising, fall- 
ing, or in a monotone. 

134. — 3. Recite them again, and apply the ^'Radical 
Stress" > to each, which requires the first part of the 
sound to be distinguished by a greater degree ofjorce. 

133. — 4. Now give them the ''final sir ess, ^^ < i which 
will distinguish the last part of each sound, by bein^ more 
forcible. i 

135.— 5. Now the "Median stress," — o — , tie first 
and last part of the sound being light, the middle heavy or 
forcible. 

G. Now recite them and give them the "Ccinpound 
stress," >-< , the first and last of the sound being more 
forcible than the middle. 

136. — 7. Now recite the first line of diphthongs and ac- 
cent the radical. How do you form the second line? or 
second ten? Recite them. Which is the radical vowel in 
the third ten? Recite. Which in the fourth? which in 
the fifth line? Which diphthong in the fifth line is the same 
as the letter i? Ans. 52. Which the same as ow, in the 
word how? Ans. 58 or 68. Which the same as the letter r, 
as it is sometimes pronounced? Ans. 50. By observing how 
you pronounce i, oio, are, you may know, or learn how to 
form 51, 52, 53, 54, and so on, letting the radical glide in- 
to the vanish. Recite the sixth line, then tell me what com- 
bination is the same as the diphthong in the words joi/, join; 
in the word hound. The seventh and eighth vowel you 
may observe will unite with each of the others very easily. 
Which number in the eighth line is the same as we? weigh? 
v/ay ? woo ? were ? 



SOCIAL LESSONS, NO. L S5 

L37. — 1. I fear you will woarj jour little brother if you 
tell him so many things at one time! 

138. — 2. Indeed! I ^hall not tell him all this at one 
time. I am only stating to you my manner of proceeding! 

139. — 1. Well! I thought you were to teil me how yon 
would apply Accent and Emphasis to the diphthongs and 
triphthongs. 

That quality of the voice which points out opjoosition in 
meanings I call Emphasis. 

140. — 2. Then I would say, John! What is in opposi- 
tion to up? (Down.) What is in opposition to right hand? 
(Left.) 

What is in oppositition to good? to rich? to kind? to 
large? to young? to black man? 

141. I hold a pe7i in my Hght hand, in my left hand I 
hold a ruler. What is in opposition to pen? To what is 
right hand in opposition? 

An, old MAN riding a young horse. What are the words 
in coritrast, or that stand in opposition? 

142. Say upj not down! Do this^ or that! 
Say in, then out! Come, or go! 
Say for, or against! Live, or die! 
Say yes, or no! Win, or lose! 
Ss.j something, or nothing! Buy, or sell! 
Go to, or from! Sink or swim! 

143. Say us as quick as you say un. 
Say it a little quicker than you say eat. 
Say let a little quicker than you say late. 
Read all the vowel key thus, No. 1, 42. 

144. The figures, you know, represent the vowels. TVeli 
say them. 

1, 2, 3, 4, 5, 6, 7, 8, 9, 0. 
Now say, 

11, 12, 13, 14j 15, 16, 17, 18, 19, 10. 
Now let us say, 

21, 22, 23, 24, 25, 26, 27, 28, 29, 20. 
Did you tell us to say, 

31, 32, 33, 34, 35, 36, 37, 38, 39, 30. 
Yes, and now you may say, 

41, 42, 43, 44, 45, 46, 47, 48, 49, 40. 
What good will it do to say, 

51, 52, 53, 54, 55, 5Q, 57, 58, 59, 50. 



^8 SOCIAL LESSONS, NO. I. 

I In roa(lin<r, talking, and sinaino^, you use, 

61,62, 63, 64, 65, 66, 67, 6S, 69, 60. 
I should be 2;! ad if I could sd.y, 

71, 72,^73, 74, 75, 76, 77, 78, 79, 70, like you. 
He makes me say, 

81, S'2, 83, '84, 85, 86, 87, 33, 89, 80. 
What if I should say, 

91, 92, 9^, 94, 95, 96, 97, 98, 99, 90. 
It improves your voice to say, 

01, 02, 03, 04, 05, 06, 07, 08, 09, 00. 

145—2. I shall endeavour to teach my little pupil to 
express th'3se combinations in an easy, natural manner. 

146. — 1. Very much is depending upon yourself. You 
must exercise with him, and frequently say over a lesson 
while he listens, then requiring him to repeat it. ;You 
may know how to do this by recollecting how I have tiught 
you. 

147. — 2. I know it is important to guide him in the right 
way in the outset, that he may not loose his precious time; 
and this makes me anxious to prepare myself for the tijlsk. 

148. — 1. You are a fine hand, Mary, to make l^sons! 
You may write out in a book prepared for the purpose, all 
the diphthongs, triphthongs and quadrathong^. ( 

149. — 2. You have not told me any thing about youi*^quad- 
rathongs ! 

150. — 1. Do you know how to make all the diphthongs 
and triphthongs? 

151 — 2. Yes, and I think that it improves my voice erery 
time I recite them. I learn how to express the combina- 
tions by observing how such sentences as these are pro- 
nounced. 

He eyes me. The art of doing it. The oil we owe Ames. 

2-52 , 2-50 2-62 82-7-3 

We owe Albert. We owe Artemas. We owe ourselves. 
82-6 - 4 82-6 - 50 82-6 - 580 

We owe only those. We ourselves We owe usually such. 

82-7 -7 82-580 82-6 - 9-94 

We or you must do it. Does he owe us? Does he owe Eve? 

82-60-28 8-2 2-7-1 2-7-2 

Say air. Say are. Say I» Say are. Pray awe us. 
3-30 3-40 3-52 3-50 0-3-6 - 1 



SOCIAL LESSONS, NO. 1. 



SI 



15^. — 1. The union of four vowels I call a Quadrathong. 
The first hundred of Quadrathongs, formed by prefix- 
ing the first diphthong to each of the othe7^ diphtijongs. 
wn, it, let, at, half, sot, whole, pwll, ewe, ring. 

uio' 



1111 



1121 



1131 



1112 



1122 



1132 



1113 



1123 



1133 



1141 



1142ill43 



111411115 



1124 1 125 



1134 



1144 



1151 



1161 



1152 

1162 



1153 



1154 



1163 



ll'^l 

— W 



1181 



I172!ll73 



1164 



1116 



1126 



1117 



1127 



1118 



1128 



1135 



1136ill37 1138 1139 



1119 



1129 



1120 



1130 



1145 



1146! 1147 



1 155 



1165 



1156 



1166 



1157 



1167 



1148 



1158 



1149 



1140 



Il59ill50 



1168 



1174 



1175 



1182 1183 1184 



1185 



1176 117711178 



1169 1160 



[179 



1186jll37 



1188 



119l!ll92 



1193 



1101 



1102 



1103 



1194:1195 



1196|ll97 



1198 






1189 



1199 



1170 



1180 



1190 



1104 



1105 



1106 



1107 



1108 



1109 



1100 

/ 



153. The second hundred is formed hj prefixing the sec- 
ond diphthong, to the other diphthongs 
1211 1212 1213 1214 1215 1216 1217 1218 1219 1210 
1221 1222 1223 1224 1225 1226 1227 1228 1229 1220 
1231 

154, — 2. Well then of course, for the third hundred I 
must take the third diphthong. 

• ^ ^ i y /^^ \^ (^ )o 

1311 1312 1313 1314 1315 1316 1317 1318 1319 1310 
1321 1322 1323 1324 1325 1326 1327 1328 13*:9 1320 
1331 1332 1333, &c. 

155. — 1. How will you form the fourth hundred.'^ the 
fifth? the sixth? the seventh? eighth? ninth? tenth? How 
commence the second thousand ? 
4 



38 SOCIAL LESSONS, NO. L 

Prefix the 21st diphthong to the others. 

• /^ v-/ ( ) /'-N \^ ( ^ » 

2111 2112 2113 2114 2115 2116 2117 2118 2119 2110 
2121 2122, &c. 

You may say that the first thousand of quadrathongs are 
formed by prefixing the first vowel to the diphthongs, the 
second thousand by prefixing the second vowel to the diph- 
thongs, &c. 

156. — 1. Now, Mary, I presume that I have practised 
and thought of these lessons more than any one else, and I 
become more and more convinced, that the voice may be per- 
fected by a proper recitation of thrse combinations, to a de- 
gree hitherto unknown. A young lady, who can play well 
upon the harp, piano, or organ, justly merits praise; but 
would you not rather so cultivate )oi.rroic6 that every word 
you speak shall be music, sweeter than harp or organ! 
Should you commence with your little brother now, and lead 
him on from step to step through all these con:binations, 
teaching him all the qualities of the voice, and with these 
exercises giving proper instruction in language^ what rjight 
we not expect of him by the time he is ten years off age! 
Would he not cause some of our public speakers to Hfush, 
when they should hear him read and speak! 

Indeed we have some excellent orators, who do honor to 
the present age: but alas! how few the number, when com- 
pared with those who think the manner of speaking and 
style of writing to be unimportant: and for this mistakea 
judgment lose half their usefulness. Why is it, that, when 
listening to an orator, we find our attention enchained to 
his subject, and the listless tear watering the cheek, feeling 
the MIND to expand with thoughts sublimely beautiful ? It is 
Eloquence! It is the proper exhibition of mind, voice, and 
language! Think; mind! voice! language! Deprive us of 
these, and you take away what is most valuable. I hope' 
that you will not delay any longer the task of teaching John, 
he is quite old enough to commence. 

157. — 2. I will commence instructing John now, for he 
appears very anxious to learn to talk; and I think that a 
knowledge of the elementary sounds will forward him very 
much. 

The following lesson for a child at the age of John, is not 
the work of a week, nor a year: it must be progressive. 



SOCIAL LESSONS, NO 1. 



39 



THE child's first LESSOV UPON SOUNDS. 



J 


ohn, come f 


lere. Now shall Mary teach you the vowels r 
u-s. 


1. 


Say 


Say it again. Say - Very well 
1* t 


2. 


Now say 


I.- 1. 
• 5 ^ A^ain, say • , ^ Once more, • ^ 
1 /> t 


3. 


Now say 


. , ^ , v^ Try again . , ^ , ^ 
a-t. 


4. 


Now say 


• y ^j ^ , C What a good boy to learn! 
h-a-lf. 


5. 


Now say 


• J ^ ; ^ ^ ( , ) Try again. Once more. 

S-O-t. 


6. 


Now say 


• ? ^j ^:> ^ ? ^ ? ^ ^^y again, 
wh-o-le. 


7. 


Now say 


. , /^ , V-' , ( , ) , /^, ^^ Say them soft. 
p-w-11. 


8. 


Now say 


• , /-v , N^ J ( , ) J /-Nj v-Xj ( Listen to me. 

c-w-e. 


9. 


Now say 


r-ing. 


10, 


Now say 


• ,-,-, C ,), /-N, v^, (,), o 



158, — 3. Let me say the vowels again, sister. 
159,-2. Well, say' with me, 1, 12, 123, 1234, 12345., 
123456, 1234567, 12345678, 123456789, 1234567890, 

Now say with me, and slide the voice upwards, 

I ! I I I I I I I I 

1234567 89 
Again, and slide the voice downwards, 

1234567890 

\ \ . \ \. . \ . V \ \ \ \ 

Once more, without sliding it up or down. 

12 34567 89 



160. Now we will slide the voice upwards one degree, 
now two, now three, now four, now five, now six, now seven, 
DOW eight. 

Now we will begin in a high pitch and slide the voice 
downwards one degree, now two degrees, now three degrees, 
BOW four, now five, now six, now seven, now eight. 

161. Now down and up on the same vowel. > Wave of 
Now up and down on the same vowel. \ the voice. 



40 



SOCIAL LESSONS, NO. L 



161. Slide the voice from 1 to 

2 



The figures in this lesson 
represent the musical de- 
grees and vowel sounds. 



2 
3 
4 
5 

6 
7 
to 



1 
to 2 
3 



Equal and un- 
equal, single 
Wave of the 



voice. 



3 
4 
5 
6 
7 
Slide the voice from 1 

163. — 2. The upward and downward movements of the 
wave are called constituents. If you slide the voice up one 
degree, and down one, you make an equal wave, both con- 
stituents beiijg the same. If you slide the voice up two de- 
grees and down one, you make an unequal wave, the first 
constituent being a third, the last a secoiid. 

164. — 1. Then you think that John can learn to make 
these changes of voice? You will not trouble him about slid- 
ing the voice exacily to the degree intended, or about keep- 
ing in the key directed; but it is well to call his attention to 
these varieties that he may become familiar with the terms. 
But what he wants most is the practice. 

165. — 2. We hare a set time for practice upon thefele- 
mentary sounds and the modes of expression. My *ittle 
brother, pa thinks, makes very good improvement. 



166. Slide the voice from 1 to 1 to 1 



The combinations, the 
same as the Quadra- 
thongs J JVo. 1, 152. 



2 
3 
4 
5 

6 

7 



2 to 2 

3 3 

4 4 

5 5 

6 6 

7 to 7 



Slide the voice from 1 to 1 to 1 



Double Wave, 
consisting of 
three constit- 
uents . 



167. Slide the voice from 1 to 1 



2 2 to 2 

3 3 3 

4 4 4 

5 5 5 

6 6 6 

7 7 to 7 
Slide ihf' voice from 1 to 1 to 



Let the voice be very 
sofi and nciural, very 
liiile time on the slides. 



to 1 

2 to 2 

3 J 

4 4 

5 5 

6 6 
7^0 7 

1 



The 

continued 

Wave. 



168. — 1. But, Mary, are you not making these lessons 



SOCIAL LESSONS, NO. 1 41 

too prolix and difficult ? I fear you are. Do not perplex your 
pupil with jaii3C3ssary variety. All these ^^ modes" of ex- 
pressioo may be learned by reciting the tables of vowel com- 
binations vrith due regard to Qr.ality, Force, Time, Ab- 
ruptness, Pitch: including Accent, Emphasis, Tone, Liflec- 
tion, &c. 

169. I will read to you another sentence from Dr. Rush. 
Speaking of Emphasis he says, " High powers of stress, ex- 
treme length in quantity, wide intervals of pitch, and any 
peculiar quality of the voice when set on certain words, may 
be considered as the co/isfth^e?i.'s of Emphasis." 

170. Recite the first line of the diphthongs. Now recite 
the second line and emphasise the second in opposition to the 
first, in the first line. Now the third line, and emphasise the 
third vowel in opposition to the second and first. While look- 
ing at the table 107, and reciting, you may perceive how 
Emphasis effects the slides of the voice and time of utter- 
ance^ tone, &c. Recite the table 107 in columns. Now 
again and accent the radical element. Now the final ele- 
ment or vanish. Slide the voice up on the first sound, down 
on the second, or down on the first and up on the second. 

171. — 2 Pa begins to think that I am spending too much 
time on these musical principles. He says he does not see 
what they have to do with the study of Language. 

172 — 1. Ask your pa, if the warm sun and cooling show- 
er hath any thing to do with making his farm bring forth 
good crops. Tell him that when his fruit and grain will 
grow without sun or rain, you can learn to speak and read 
well without principles of music. 

173. I have Dr. Rush on my side here. He says that, 
" the inquirer should be able to rise and descend through the 
musical scale on any one of the tonic elements, (vowels.) 
He should then traverse the octave, both ascending and de- 
scending, on any eight successive syllables, using a different 
syllable for each note of the scale. This exercise will ena- 
ble him to recognize the intervals of a tone, a third, a fifth, 
and an octave, when the intonation is made on the passing 
syllables of speech. With this view let him move slowly 
through a sentence, sounding only the tonic element (vowel) 
of each syllable, and uttering those elements in their short- 
est abrupt sound, so that the reading, if I may so call ity 
may resemble the successions of a short cough." 
4=* 



42 



SOCIAL LESSONS, NO. 1. 



174. NoWj Mar J, I apprehend that these lessons may be 
learned by a little child! and I think that Dr. Rush* will 
own that 1 have made the subject more sinipie than he sup- 
posed it, wheij he wrote his History of the hi.man voice. 

175.: — 2. While we are reciting the triphthongs I observe 
that the pitch of the voice varies naturally with the different 
vowol soiiDGS. It is the same with quadrathongs and diph- 
thongs. jNow we naturally say 1111, quite different from 
8520. This 1 thiiik proves that each vowel has a natural 
place of formation in the musical scale. 

Did you observe, Mary, 85^0, when naturally pronounced 
make the word. '' wire?" Just pronounce the letter y, and 
observe the pitch of its sounds, 852, then in the same force 
of voice and relative time say, 8765432, and see if the 
pitch on the last sound 2 be not the same in both 852 aod 
87654ri2. 

176. — 1 . I here give another exercise for the voice. 

The figures in this table, as in the musical scale, represent 
the deorees of the oetave. 



177. FIRST SERIES OF MUSICAL COMBINATIONS. 


Octave. 1 i 


1 


111111 Key note 


1 Eighth. 


Semitone. 2 2 


2 


2 2 2 2 2 2 Second. 


7 Seventh 


33 3 




3 3 3 3 3 3 Third. 


6 SixtL 


4 4 44 




4 4 4 4 4 Fourth. 


5 Fifth. 


SemitoD. 5 5 5 5 5 




55 5 5 Fifth. 


4 Fourth. 


6 6 6 6 6 6 




6 6 6 Sixth. 


3 Third. 


7 7 7 7 7 7 7 




7 7 Seventh. 


2 Second, 


1 1 1 1 i 1 1 1 




1 Octave 


1. Tonic. 



178- SECOND SERIES OF MUSICAL COMBINATIONS 

No. I. No. 2. 



f 


)'l 


■- I i i 


, 


• 1 1 1 ; 1 i 1 . 1 i ] 1 


.1 111,3 


] 


^1 ^ 


1 


~l\ 


f 


2 


22 


2 


2 


of 


2 


2 2 2 


2 2 222 2 2 


.' 2 


2 i 


22' 


22 


i 2 


2 2 


d 


3 


3 


33 


3 


3 


3 


3 3 3 


3 3 33 


3 


S 


3 


g 


3 


3 


r 


4 


4 


4 


44 


4 


4 


4 4 4 


4 - 4 


44 


4 


4 


J 


4, 41 


b 


5 


5 


5 


5 


.5.5 


5 


5 5 6 


5 5, 5 


5 


55 


5 


51 5 


^ 


a 


6 


6 


6 


6 


t 


66 


e 


6l 6 


61 6 


e' 6 


6 


66= 6 


6 


6 


K 


7 


7 


7 


7 


7 


7 


77 


7 7 


71 7 


7 


7 


7 


7 77 


. 7 


7 


f 


1 


1 


1 


1 


1 


I 


1 


1 1 


i; 1 


1 


1 


i 


J 1 


1 ! 


1 


e 


2 


2 


2 


2 


2 


2 


2 2 22) 


. 2 2 


2 


2 


2 


2 *^' 


2'2 2| 



Air. -^ 



179. — 1, Mary, do you wish to know how to complete 
tkis series.'' 

I do know^ I think; in No. 3, the first note in each com- 
bination must be in the 3d degree, and all the other notes 



SOCIAL LESSONS, NO. 1 , 43 

the same as No. 2. No, 4 will bave the first note in the 
4ty n^^ree. No. 5 the oili. and so on. 

'J'he combinations will be the same in any other key, only 
the notes will be on diflVTeut lines and spaces. 

180.--1. These combinations you may learn upon the 
Musical Scale, No, 2. if you have Icarijed the art of combin- 
ing. Take the Key of C, 2nd ieger line below the bass 
staff. Sound the first vow 1 three times: 111. Next 
twice, aiid rise to the second degree, and sound the seventh 
Towel: 117, then to the sixth: tl6. Next 115, 114, 113. 
112, 111. Next would be 171, 177, 176, 175, 174, 173,' 
172, 171. Next 161, 167, 166 165, 164, 163, 162, 161. 
But these thincrs you mrst find out yourself^ 

181. — 2. Yes, I shall have time to do all these lessons 
with John at our regular hours for exercising the voice. Pa 
has told me many things respecting the Musical Scale which 
I shall try to make my little pupil understand when h'e is pre- 
pared for it . 

182. — 1, I hope you will persevere . 

283. — 2, I feel more and more engaged in the study of 
Language . 

184. — 1 . You like the study so well, I presume you will 
do me the kindness to answer the following questions. 

185. Can you tell me to what No. 1, 13, 19, refer? 

No. 1, refers to Social Lessons, No. 1; 13, to the 13th 
section of No. 1 ; and 19 to the 19th section of No. 1. 
Find the answer to this question. What is the difference 
between letters and sounds? No, 1, 13, 19; to this, What 
is a vowel? No, 1, 17, In what part of the throat is the 
Larynx? 21, Where is the glottis? What is it? How is 
voice made articulate? What are supposed to produce the 
difference in the vowels? 23, Why cannot every one spell 
as he pleases? 25. What is meant by the word simple, 
when applied to a vocal elementary sound? 27. What are 
the sounds in the word us? in mine? by what example can 
you prove it? What sounds has 0, in once? 27. What 
course was taken to arrange the elemeiitary sounds? 29. 
W^hat connection do we suppose the vowels to have with 
pitch? How are the vowels nimbered? 33,40. How is 
the new arrangement of sounds explained.'^ 35. Upon what 
principle are the characters made? 37. What are the 
most simple marks that can be made ? 39 . Describe each 



44 SOCIAL LESSOxNS, NO. 1. 

of the new characters? What are associated with the new 
characters? 41 . 

Rtjcite all the words in the vowel key — 41 . Recite the 
sharp vowels, the fiat vowels. Recite the words and sylla- 
bles in the co':Souant key — 44. Sound thg sharp conso- 
nants, the Hat ones. V\ hich in the list of sharp consonants 
are said to be Hatr^ Which in the list of fiat consonants is 
said to be sharp?! ^^" ^^^^ consonants be sounded without 
a distinct vowel? Prove it by sounding them thus. V^ bile 
writing- the lessons of the Perfect Alphabet, what art will 
you be learning"? 45. Take a pen or pencil and show me 
hew you do th^^se lessons — 46. What vowel do you join 
with the consonants in the first lesson? — 46. How many 
lesions of the kind can be made? R»^ad the 51st lesson. 
What is a perfect alphabet? — 52. Which of the iiat vow- 
els differ the least from their sharp sounds ?J Excepting these 
four flat sounds, how many vowels reckoning sharp and flat? 
(1, 22, 33, 4, 5, 66, 11, 88, 9, 0.) 

How is the difference between the sharp and flat sounds 
represented to the eye? How can the different ways of rep- 
resenting the same sound be known? — 52. Do you ;know 
the number of each sound in the alphabet? Sound each ele- 
ment as distinctly by itself as you can. Mention some of 
the qualities of the voice Repeat the vowels as directed — 
62. What terms are used to express the degrees of force 
of voice? — 64. \^ hat the degrees of time? — 65. What 
is meant by abruptness of voice?— 66, 67. What is an in- 
terval of sound? — 68, 69, 97. What is the greatest com- 
pass of voice? How is the used in representing sounds? 
About how many intervals of the voice can you make in the 
first division of the natural scale? — 71 In the second di- 
vision how many? third? fourth? Have you practised by 
yourself upon this scale? Tell me how you proceed — 73. 
Do you believe that the principles of music help you any in 
reading? What is said of the pitch of the voice? — 91. Let 
me hear you attem|;t to repeat the general relatives in each 
degree of the musical swell — 96. Now speak them and en- 
deavour to throw all the degrees into one expression, mak- 
ing a deep, full, smooth tane. Have you studied the mu- 
sical scales? Tell me what you know about thpm — 75, 97. 
What is meant by the rising and falling inflections? — 99. 

* ». ». b. t p. 1 1st, 4th, 5th, 9th. 



SOCIAL LESSONS, NO. 1. 45 

Give examples of your own making. Give the examples di- 
rected in 103, J04. What is a diphthong.?— 107. What 
is stated in 110? 111? 113? 114? Can you execute 115th 
as directed in 116th? How would you teach a little child 
the elementary sounds? — 121, 122. What is a triphthong? 
127. By the combination of ten simple vowels how many 
triphthongs can be made? — 128. 1 ell me how they are 
formed. What is meant by thorough stress of voice .? — 132. 
By radical stress? — 133. V^ hat is tne final stress? — 134. 
Median stress? — 135. What by the compound stress? 
Give examples in each of these modes of expression. Can 
you answer the questions as directed in 136? What is Em- 
phasis? How would you teach it to a child? Let me hear 
you read the examples from 141 to 144, and point out the 
words in contrast. Recite 144 as directed. 

What is a quadrathong? — 152. How are they made 
from the triphthongs? How many can be made? Read the 
157, 159. How is the wave of the voice formed? — 111. 
W^hat are called its constituents? — 163. What is meant 
by a simple wave? by a double wave? by equal wave? une- 
qual wave? How many onstituents has the single wave? 
How many the double? The continued? Do you say over 
the combinations of the wave as often as once in a week? 
Ih what other lessons do you learn the wave? {li must be 
so if each vowel has a different natural pitch.) What does 
Dr. Ruth say of Emphasis.^ — 1S9 Can you recite 167, as 
directed in 170? What does he say -of the pitch of voice? — 
173. Do you understand what is said in 175? Do you be- 
litve it? Make the combinatioas !77, and use the musical 
sjilables, fa^ so!, la, mi. Now tlie figures, now the vowels. 
Now prefix ifig the first consonant sound to the first seven 
vowels. iNow the second consonant to the vowels. Now 
the third, and so on until you have taken each consonant. 

The foUowing tables of icorfh are designed fen* the exer- 
cise of chc voice, a7ui^ of course, s- words signify idf as^, /or 
the improvement of ike mind Ti^e words are arran£:td ac- 
cording 10 'he order cf the Pevfeci Alphabet. They are not 
to be studied, as children have been made to study the Spelling 
honk; each word is to be made a. suhjfxt of discourse ; the ta- 
bles at stated times are *o be recited nmuUancoasly in every 
varuty of voice. The derivations nnd application of each 
word is to be made familiar. 



46 



SOCIAL LESSONS, NO. 1. 



go 

O 

X! 

o 



O SD . 

O 
S5 






1^ 



w 

tf CD 

ft 

o 



Q 
pa 






m 
p 



C5 



O 

S — ( • 



o o 






;-5 o o o 



(U a> q; 



.*d 




fri 






s 




«s 






C3 










s 

< 




2 






c 


*^ '^ 








eo 


cc c3 








-2 


^1 


s 


CJ 


o 


^ 




'ea 


P^ 


^ 



S 


^ 




o 


Q? 




c 






0) 








CU 


rt 


a> 


O) 


0) 






Ol 






2 or 



^ 




>: 


n 




© 


«J 




.c 


G3 


Oi ? 




^ 












«rj 






O 


— : 




H 




© 

o 



QO 






SO J. 






SOCIAL LESSONS NO. 1. 



'5 =5 



47 



i^ ^ 






S © 



^ ^ ^ 






fcfl O 



I o 2 



J3 



1^1 






s 






3 
o 






ce rt ctf 






2 © 



® 3 2 5 



.9 £. 2 



<=> £ ® 



ce 



>^>> 



© © 
© Q 
bfi CO 






■5 S-T 



© CJ 



S-- © © 






© © 



© 



<L>^^ 



•ffi ^5 u.-^m N-S-S c-;*;'S'-: > S d.ja go-M siDJ= >. ^ ^ 



48 feOCIAL LESSONS, NO. 1. 



H 

<j . 

5z; 

o 

O 

H 

w 
H. 

o 

«c . 

O 
5?; 
o 

» 

H - 

a: 

Ah 



ST 

ffl ^ 

^ J: 
O 

s 

>^ V 

Q i 

« - 

O -r 

» ^'- 

PQ 

-^ 



03 






CO ^ 

00 



a> 

o 

00 o 



CO -^ 



o 



^ ^ 



^ ^ '^ ^ ^ ^ ^ 



**< ?>• CO 

CO > 



00 



C3 














'c3 


•S3 .t: ^ ^ 


> 








9 


'^ 






c is: 








^ 


*, s s s 


73 








^ 


















S 5 & S 










> 


en 


5 


'5 




'5 


5 




^1 


> 

re 






c o bn 
















'i 


& j-g 








'i 


T5 



^ 






SOCIAL LESSONS, NO. 1. 



49 



» r= 



© 53 



S = - 

■-S b. 3) (^ 

'. « o :3 o 

^ ^ QJ « 

^-1 s 



fl a. 

S 9 



o o 



o — c . 



K 



to 



2 ^ 



'A' 










^ ^ v; « 






-^ - " ? 






a; -::; a; ? 






?' - ^ ^ 






i ^ ^:i 






&'B ^ ^ 






£ o •*- 2 






"C 5 - ?S 




© 


C r •:*- *3 




S) 5 =^ " o 




2 


o = - *. 






'^•-1 © 


^ 2 




a X O 4j 

c a; t^ ^ 

^ ^ .-i :; 

bC.E C-^ 
c ^ - a> 






C o 


, :: '^ C3 J 



© © © 



- © 






oD N o .,—, w N "i; 

-H 1-t N C>1 CO CO ^ 

5 



2 2 I 2 e 



'i -^ 'c -g 

^1^ § 
•^^ g i 

© -, — —^ 

©■c c § 
'Z s o © '^ 

c © g © 

© c 2 

fee -Si cd^ 



Ci © © fx ^ c»^ c^ 






so 



SOCIAL LESSONS, NO. L 






^S 



e «^ 


w 




52 






^ 






S 












*o . o 






« - 






^ 1^^ 








o 




O^' o 


-g 




c.\^ 






<o 






-S£ 






•*o 


<o 


O) 


O r, 




£ 


■^ 03 ° 


o 


o 


14) 




-s 


§ ^ o 


'— o 




|t ) 


O aa 










o 






o ° 






^l( 


It 

o 




*•*> <2 « 






m O 






^-. , 






.S^ ( 






^ 






^ 






1.^° 


2 




>.^ ^ 


ee 


o ■-> 


.o 






^ 






^ 


o 


b 


^ o 


^ 


*3 


S w 


CO 




C" 


■i 








-§ ° 


2 




^?> 




-g 



E^j 



O fQ 1^ (Q 
^ Vi C3 (-1 

o o o o 



:^ 2 o 



^ ) 



^. 








cd V 


"-2S ?^ 


o 


a> -S 


• ei a> 




en 


.o ^- 






;§•'' 


< 


o 
%< 


8 






^ 






»*»» 






•O ^ 


o 




^' 


• 




^ 




^ 






OB 


6 






«» 




»H 



II 






are 
are 
■are 




c3 




J 








*^ns^ 




















<i; o 


Q} 




(T) 




bi 






Q) r.^ 9 


^ J5 !3 


rt 




03 






a; 

s 




tear, tar 

dan 

fair, fai 


ma ye 
pear, p 
bear, b; 


o 














teer 
dear 
fear 


Mear 
, peer 
, beer 




si 

53 — 


as 
0) 










;» sm 






w 










C ® 


a> 0^ 






M 










.2 ?S 








o 










'5.^ 






-G 








SOCIAL LESSONS, NO. 1. 51 

191. How are the words formed in the table No. 1, 186? 
What two words are formed by single vowels ? Pronounce 
the words in lines. Now in columns. The art of Pronounc- 
ing words properly is called Orthoepy. Spell the words. 
The art of Spelling words properly is called Orthography. 
Write the words upon your slate. The art of Writing is 
called Chirography. Write the words in the characters 
of the perfect alphabet. This, to distinguish it from the 
common method of writing, we will call Short-haxd Writ- 
iiNG, or Stenography. 

Should you study other languages, you would find other 
words that would belong to this table. Admitting that I 
have represented all the simple sounds of the Toice, used in 
any language, in the perfect alphabet, it will follow that no 
word can be formed consisting of a single vowel followed bj 
one or more consonants, that would not belong to this table, 

192. How are the words formed in the table 187? Pro- 
naunce the vowels soft and abrupt. Now pronounce the first 
sharp consonant with the vowels, thus, -•,-•;- /^ ^ 
she; -^, -^; - (,- C Observe the sounds that have 
ideas associated with them. Now the first flat consonant 
with the vowels, (azure) -.,-•,- /^ , - ^ Now 
the second sharp consonant with the vowels. Now second 
flat consonant. Now the third, both sharp and flat, the 
fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, 
twelfth. 

Pronounce the words in lines. Now in columns. What 
is correct pronunciation called? Spell the words. What is 
the art of spelling called? Write ten words upon your slate 
from the table the most diiScult for you to spell and pro- 
nounce. What is the art of writing called? Write ten words 
from the table in the new characters. What do you call 
this kind of writing:? A letter that represents no sound in a 
WuTd is said to be mute or silent. What letters are silent 
in the word, myrrh? What words in the table that have no 
silent lett-r? 

193. How are the words formed m the table 188? The 
words m this tablp may be considered as consisting of two 
syllables with the accei.t on the last vowel, w-e, w-eigh, 
w ash, V7-0. Pronour.co all the words in the table, and ob- 
serve the sound of the w, and the accent. Pronounce them 



52 SOCIAL LESSONS, NO. L 

again, and give the accent to the iv^ w-e, w-eigh. Now 
again in columns, and give the proper accent. You may 
copy this table into yo ;r Word-book, and place the proper 
mark over the accented vovFeL 

The eighth vowel when pronounced with the lips extended, 
produces a cocsonant so'ind as in " woo," making a buzzing 
whistle. 1j' t me h^ar you pronounce the words in the table 
thus, proloriging th:^ sound of the w. W, is said to be a 
consonant sound when it begins a word or syllable, and in 
other positions a vowel. It gc'neraily represents the eighth 
vowel sound, and is connected with the buzzing whistle at 
the pleas'ire of the speaker. 

194. How are the words formed in the table 190? Pro- 
nounce the words in lines, and observe the sound ofr, dwell- 
ing upon it, making a distinct syllable. Again, and trill ther. 
It has its perfect vowel sound when preceded by the other 
vowels as in this table. 

Pronounce the vowels: a, e, o, and observe the quantity 
of breath you throw out in uttering them. Now sound the 
r with a considerable degree of breath, dwelling upon the 
sound. Sound ail the vowels with a good degree of aspira- 
tion, almost as much as the h requires, and see if the r be 
not nearly as smooth as the other vowels. 

A proof that the smooth R is a vowel Observe the vowel 
sound in the last syllable of the following words, ac-re^ luc-rey 
sab-re, fib-re, och~re, meag re, mang-re, sepulch-re, theat- 
re, spsct-re, mel-re, pet-re,mit-re, nit re, lust re, accoimf-re, 
massac-re, cent-re, scept-re. In the last syllable of each of 
these words we hear but one vowel sound, and that sound 
most certa'injy is represented by the letter r, the e being en- 
tirely silent. Pronounce the above list of words making a 
distiuvt syllable of the e after the smooth r, thi.s, y^ ^ O ^ , 
• )^0'^, /w\o^, &c. Pronounce them again, 
givino; ih^ roiigh so-^nd of r, as in the word ring, sounding 
th- e in th^ sani^* syllable with the r, ^^^o/-^.• )^'° ^> 
&c. Now again, ard o'ive the r a smart t.iil. A^uin, 
aivd soi:nd the third sharp vow vi b -fore the smooth r thus, 
K^^^O, ^ ) ^ ^ o Once more, a^-d instead of the 
r soau'j the fifth vowe^ as io h a- if, thus, ^ ^ ) , / ) -^ > ? 
/v\), \>'>\) In this way one may fairly de- 
termine whether the smooth sound of r be a vowel or a con- 
sonant. 



SOCIAL LESSOIS'S, NO, 1. 



53 


















-JD ^ 

"i -I ■ 



§ 1) « g.Sl5^ 



^ ^e 



C O 'm ^ "-^ ^ 5 ^ ^ 



>r>^br;2.2f a■=■~ 






■2 O 

"5-S- 



lO 



-3 



i: ^ 



^ 



a 



•?= >^!^ 2= i^^^ -^ .S .- -^ ^ 


















^2^.i2:l=.ii^ 















i = 



o tfi 



«> o 3 



o -o s 



^ ^ i^ S .^ 

d 0:: a '*^ *^ '^ 

^ © - .H ■? "E 

i^^ S ^ fig 

t? ■« a > -, 2 

'^ w a5 i- H:S 

r2 w o ^ o 

^ -IT ^ c .- ^ 

% ^ = ^'^ 



o 
© > 

'T3 



© 



05 



*> © 



c3 2 

O -3 



2 -J> 

© s 

o © 






©■^ . — %^ rt 1— iH 

.5 > © ^ c © - OT 

3 > > © =""a^** 
*^re<*<2flj©--^*22 

fcp^ o :3 ^^^ 

Jk ^5 — :s^ s 1- ** 

©0-3 ©S^^tD 

I "^ © - « 



© 2 © 'T! .=; — . a 



>^^ w) -0 a ^ 
'B 5 a 5i ° § £^ 

DD © © etf — ^•-'ca 

© .a ^ « — 
r^«2*-©© .o_c^ 
a ':^ ;-< >^"i3 a 



sis £ o i-o -s^ 



js'^.Sj-"?^ ©a i-a 
ii .2 a ^ Z >^%'^ .^ 



^ a ^ 






2 siimn-B^i 

a ©•-©.a©S$§-a 



■55-? -5 



^ = -^ na ."^ a siD X 

-^ o c "^ "^ = -^ 



r* © O 



"5 " 






— — ^ — • ro -« 

^©^^":=-^i--o 
a -a ^ ^ f'^ ^ "* t^ ;? 




5"^ 



•^ '^ s o 5 "i ■§ 1 ^ I V. 



^ a c a c 

^ >, O S3 S3 



54 



SOCIAL LESSONS, NO. L 



s 

o 

a 



o 



»0 



'^ 



O 









GO 



05 



<?< 



= |-5-li1li.-a1^ 



>^«>^g.^g-cr 



= o 






CT* o^ cr o" 



Co <-* a> ^ 



> o -ii o = = a 



s 2 sill §§-5 §-§^ 



_f^ o i^ o c g g -5 g, g 



■^'— -^--^ Qo*j CB tfl a*5^ 









G) © CD "t3 d -* _, 

•5g g.5 g-3 §.§3g.g-§. 



^ Sgirlll 

o Bc o G^bflo*o^cr 



in-' 



o- ^ ^ ^ ^ ^ 

"S so CQ M «j *j 



c ^ t: 2 CO 
"^ ;^ ^ ^ ^ 

X W 05 DC ;^ 



« aj OQ 03 S 



2 ,*- « hr-^ 



o- ^ ^ g ^"5 

* °o 32 02 aa ^ 



i = = 



~ OJ rt rt .ti 

= ^ ^ is ^ ^ 

~ Cfi CQ 02 OS +j 






=5 0) -C = 



:^ d 15 c ^ 

g Si 5-S - 

•- tii iS *^ a> 

^ ^ i s S^ 

^ c ^ ^ - 

2 - » £ c' 

gi '5 :: -o' I 

OB -C q; ^-^ W 

-5 0. 3 ^ ^ 



<i; 



" GO 



a» 



3 f ^ g ^ ^ 



(DO) Q- 

"g .S ^ « 5 - 
s ^ =^ ^ si ^ 



c3 iS 0) c« ^ C 
^ S? CO ^ ^ ^ 



^ bfl— J= _, ^ 
» § § Id ^ .^ ^ 

O* Oi DD W « -*- - 



•s 2 - o ^ 

w ^r s ^ 3 "=^ 

■XJ t) O) 2 5: 

c ^-c -c -S ^f 

c< C *- - *^ ' 



o 

oj p cd - J 



OP 

- c 

o 



•SS 



«« ^ "5 00 _ 
W)-C C! CO 5^ 



' ^ = 



3 .^ K" c« .tS cd 
^ ^ ^ ^ ^ ^ 

CA n QQ % •«-» ^ 



rH cq 00 rj< lO CO |> 



« g ^ O ? I 
© S C ;> ' 



SOCIAL LESSONS, NO. I. 



55 



o 



.§ CO 



5 ^^ ^' s ? 1 = ^ s -: 



to <r> ^ 

'^ -S ^ - ?. f= 



bJC = -C ?±2 r^ 

c :::: p 3 r 



~ S; 2 C 3 r^- CS 






bo bC^_ 



= s« X c ^^ s 



5 o p s 5 



o3r = ^'5'c 

;= SS s C3 






« 2 ® T3 



tQ 



.::^ a. 



o ^ C aj 



a; s_ g- 









£ ,^ ^ <^ C4-1 p^.::; u A . 



o ^ -isi ^' 






>5^ 






c a c is T3 v;i P,^ c -= o 



j ^ «^ fe N QJ 






^-- 



O,^ O ^ ;>^ 









fe N _=: — ** 



OS 



-= = J= p o = c P - 









-5 &-5 -g_ - 



oc r; -^ tir 



ai ^ jZi 






t£ 



a — 5 •- t» 

h— *^ ^ *^ OD 

E3 

r- "^ T? ^ O) 

I 5-5 g I g 5 5 oC^ 5 ? § 



* &-Q cc a re ^ 






2 = ?' 



is 



o « be ^ S 

p-H C J^ «2 CO OD J^^ 



© 5 



c ^ "S 
« o i: C a, 






•5 c p 

^ I « I » 

^ <N CO ''^ 10 ^© i* 00 g o -g &• 

J? CN *j O 



56 



SOCIAL LESSONS, NO. L 



O 



a 



^ 00 



^ »^ 






iO 



^ 
^ 



^ 



•=> GO 

Si 






2J C ™ 



hT^ 



s! :2j © „- y 2 

» CJ i- -"J, •- 



Q> 

— S £ — 

•- ^^ S 1^ G -C 



j;^ ;r; — '^s -D t;s ,a 






0/ 






<0 «J 

CO O 

*• CO 






cB :;i,'ai N a JX ;!:: ^ . 



<V 



C< 






^ -C3 — O 
3 QQ N a C 'J ^3 i3 -O «X5 



.s •- -c -f q; o : 

en ZJ 'oi m -^ a P^ . 






i-i-l^^.s 






^ la « .S IS ^S ^ bfl O-.tJ =; 



^ a . . M o 

- ^^ i-x) a,,ti — a p, ^ ^ •-:: .-g* 



ra ^ 






: z= ^ .S .1 c ^ :§ H f ■§ .? 
I'bb-a i? ^■S;i3 P^^sto i: ft. 



-5 Tj'^'l :h - •- .^'i I ^ 'S - ^ 



03 ."a 
o 



!xl 



a).— "t; z, «j a-a.aiU a,--* 

^,a?>''5cotn*->aamP4 



^ ^ © 



'T3 =: -a 

15:5 ^ 



<» ^ a -^ a • rj M -5 



« « rS cj q ol,"^ .« a: S -a 

Q) s*j a^ © ^:^;a^-^— S 
2*-Ql21a ^ ^--j* "'-'^^ "^ ™ 



i|.a|-= 



0} c 

a <^ 

"^ hr= rt la .t; -- S 

« ^ S^ > 

-■§ a" «!?=•§-§ -^.2 -"S ^ 
'a a .a .2 ^ > -a 2 ~ -^ "^ ^3 
a Oi-a; ^ > !^ «i3'oB;a;x! caca a 



*culii la >» ^ 



^ «. 






,-l«cQ't^^>;ot^Q0®©1-^<^^^ 



SOCIAL LESSONS, NO. 1. 



67 



05 



6 






iO 









^ 



so 



^ 



<?> 



o 
o 






^ o ^ 



ilii 

<a * ^ is ' 






to 


V o 


_ 






s£ c; fcj) %- - 


i: 


J 




« ^ i^ 1 ^ 2 








a* 


"^ 






« n 


'5 














"S ^ 


5 




03 










© -« ^ -^ >c 


-c 


a? 


CO 


a. ttc o — ffs c 


CO 


9- SCO 


^ 


5.SS1^£ 


0) 


09 


s 


^i^ 



^ i: ,-g c ~ c 

ce .1^ iri ^ ^ IS 






^ s a^ 






S 33 O) 



0) '^■^ "" D.i5 

11 o 






<o 



^ T. « 



® -^ ;; i; s 



— _r? t:^ ii t:f 



? 5 



© D T aj 
;;e k; •* <^ t; 



c^-o. 






^-=J-c 



) Tj< o CC t^ QO 5i o 
I N (N <N (N C<J N CVl 






© ® o 



•S !B i: J= ■ai^ S-S 5 3-i"S.-s 



I 111 ^ 

ct w CO J2 o ^ 



cc tn M CU"S J5 



•^ ^ ^ OD OQ 0,-73 



.£:: (ji Qi <v 
^ ^ ^ g 



2^-0 

© 






--> > « *j C ^ 3 

-:= T a o ■;r « t: 

^ > ai cj ^ ^ _2 

^ ^ » oQ ^ :c IE 



-^ ^ ^ 



:^ s 






> i iJ J3 -£ f^ -5 
^ ^ O ro 05 ?C ^ 






o 

2 ^ 






-B t 









5JD K 



• -^ ® J ® 






§-"55 M^ fcX ^ ^ -g 



J^:^ 






- ^ -- "*^ N 
i^ ^ u--^- —- a- "_£= S"« ^JS 



0) ^^ -fi *J 

.— ^ (D ~ f © 5 4i '' ^ ^ '"^ ® 
f-HC?C0TfiOCOl>flDC5©i-'C<5lM 



58 



SOCIAL LESSONS, NO. 1. 



o 

00 









•iS 



"Si 









■? 



^ 



€0 



^ s-Sl 



bcJH * tg g cS cS rt 



ra CO ro j3 t» 



•*^ «C eS JS re 



fl-^ C^ 









Ch y^ rf t; 2 ° c bi) 



ee cti «3 



00 ,;j- 









J3 2-t*lto'S-='S-Su.£ 



J c: -^ >- ^ ,^ Ti r: FTi 
) G — TT «^ fl C^ wc_ 



2 bu ^ n: *: s 
■S .?£, C ^ -6 ^ 












=: jij *^ bx)^ 






C C-Ji t/.j= 



F- «rcj cc T?" ir. -£ !-• 00 <?: o 



ea s-4 ** 2 5 C "oB 

c S =* -2 -i2 ** ^ 
«Q ^ c: D, o "bb "^ 



^ ^ CS CL, u bfivS a 









g b/)-£5 S^^ C^ 



c3 rt J* , 









^ _ -« b£t3 ® 

^ft^ g-IJH 






-£ ^ > 

•« o > 

^"-' o 

03 » > 

> .-3 . 

-c *" » 

•• = S 

w rt o 

=3 a « 

S * "£ 

«> D^g 

0) C3 

03 C Q) 

'*^ s © 



d r- ^ ^ -r; • 



^ ot'x « a. c 



S «5 



« 



\S o 

X 2 c<r 

.5 r* ce 
o a. 

o & 0> 

; -^ 

ti O) o * 

© qJ 2 o 
© -r © ^ 

o •- <1J § 
♦J *j >. 2 

J. ^D -^ ® 



- Vi - © 



© - g a 






fHCqtfOTt^iCCOl^OD 



-< bD 

:^ . ti o 
P«.p:i us, 



SOCIAL LESSONS, NO. L 



59 



o ^ 






^ 

C 









c3 ;3 



to 



-2 «G -:sJ c -S 






s c3 rt 1^ 'i 5 «- 

-, r- -^ -, :S 2 rt s- ., •- 









CO "O S O ^ -^ ^ 



^ 5 - = ^ i: tj cxr 






-.lO 






^rf 



!so 






^» ♦J ►*« c 2 — «2 



,a .;i5 ,-^ b 






-a 



i s O 1 1 i 'i S"! 



cs ii c m _r 
Ci. r; ^ a 2 



ac 5 - 5 
-, > « 

rf o ^ o 

il5^ i 



2 i 8- 

I > "^-?: .tS 
; » c; c5 '* 

! oc i^ -^ Ui 

: f C = ! 

fcJC-2 



2 ^ 



2 S 2 ^- . ^ 



o •- 



"I 

-cz; 



^ & 









^.S 



I -H ~ ® 



C X O ^ i. '-^ 



13 si* BP'^ 






.ti 'i s « 



5 ^ « L. 
.^ tc -^ © 



^^ 



= & 






p-T ^ 






^ W) riQ C _^ g 



- - o » 
o — -^ y ^r o 



aj J3 



C3 _, -< -— -. 






o 



^< 



e3 nJ I- jj 



bO 






i?^ 



-fcc^ o^Eb 



-fi 2 =8 S s ^ «^ = -^ 'S •" 



^cii 






? ^ = © 

§ :-2 ^ 

jx - © 

rt O 2 



c '>2 -^ ^ c _ 

-= ^v ,E rt a ® •-' ^ 

"^ S3 ^ 35 

- '^ .t ^ -^ "^ c: » 

^^ « ^ ? 2 ^ a.S 

i^ w-5 S^ C3^ - 
./J , , S a> « ^ «^ ^ 
a,n3 j= o ® c '^^ • 

rt = i: :b ^ .= -3 a; o 



p >-:: 



o -T-^ 



,£ -*^ ^ ^ 



5 QO 
.0 



?.= to 

? s -as 



'i'"' f:; ^ = -:!5 T3 



:- >.5 



- "^ ^ « X C ~ '^ 

« a £ 2 -"q-S S 



' o..:: — -a 



ii1i<z; 



■c=^ 



^ ;^ Of '» 
— , - o '-' ® © r» 

tr^ tfc'jr O'B S)-^ !3*J 



60 



SOCIAL LESSONS, NO. 1. 



^ 



5^ 









I -^ 






o 






r 0.-1 



c« ::^ ci.-^ :^ s i^ d _Q „ _ 



a 



--C 






fcC 



-^ ^ » - 



O ~3 © 



i ^ ^ ^ oT ^ i .2 



W2 bij^ 



.•s'( 






--0 ^ ^ «ti -- ^ 






^ O 

O 3 



0< 



•^ S^ 



!-• -O 



o-c 






fco 5 - ^ ra 

c ~ j: 2 -6 c &.^ WD J ^ 

^ ,. - , OD « W3 ^ ro 



^ ^ o I: ^o C:. -^ ^^-; ^, 

cuiacoQ strnr S'~^Ci „ ^ 

-o ct ^ J: C «5 c/. o 

2 ^ ^ '^ & 5 f ^ ^ 

- - ^ § rs '^ -j:- ;^ .S -^ -*^ 

«^ i^ « S:; <^ rT^ '^ -r 1 »- 

-*- '^ j; -- . O (/} CO 



^ — o 



■ ,o cr 



U< 13 



"'^.jr -G 






■f-g^ o5 ^^ ^.^' 









o 






S •" 



^ - r/: ^. -^ .. ^ -' w. g--^ ^-S 1 c ^ 5 a; ?^ ^ 



bD 

S5 



k3 I 

-^ Sd = -2 -^ '^ o,^ y J= ^ 






o ^^-' "r; *- .^4 















X p^ c' -a ^""^ 
*S a S '^ 

«« j2 .S •= g ^ > 

£ ? > ct3 !/! ^ <=> 

13 ^ ^ JS ^ 



o ^-^ 



o 
bo 












C G r2 ? i: ^ ^, 






- 92 «2 iUi a 



«£ s &■ 



SOCIAL LESSONS, NO. 1' 



61 



iS 



^ 












o 



<30 



C< 



g § 5 o o"o o 2 S rt g 



*^ O ^ « © 0) « 

Sr^ ^ ^ -- "zs P-^ ^ 'T3 

pS^ «Z_|-— oi C ^ o*J — ' 

oooc®oc>— 0"Z0 



i|2 i S§1§|^is 






•-^ « 2 ? o -v. J2 



© « -= 



■§5 



© j_, 

©©4jt5G;-i.-;-3r; 



sq -:=: T3 - -^ y «^ 



5 o ^:i 



Hi si 



U U 9Q ^ 






« S S a « e-ss 2 

OQ -.J ,-S '^ 



C T3 

_ o — ii o -^ 



^tS^'O S^ o^ CO >T3 



o o 



S©.v«©S©©S©o 



•5 5S 
Z ^ 



o - ^ 

ff X c 

"^ SU ^ 



S oJ^, 






5 s 



s ^ c 



V; .2 J3 
*^ ? 15 

I ^ 



"-^ § ? s 
^ ^ ^ 

^ CS © O g 

S*^-^ ©T3 

-^■^ § =- g , 

- ^< - '^ ^ O 
r^ si 



Bo"- 






c -i 



•5 -2 o 3 



© *- ^ 

.2 © c 

^ "? ^ 

? ^ 

^ ^Z 

© 

s -^ t. 

=3 ^ ^ 

;«3 = § 

: 2 o ^ ^ 






© — 






a ; 

O o 



^;1 

O o *- 

© -C _G 



o — ^ fl c 

--. « .2 § ^o 

O s^ • tJ Q- S 

fc< « ^ =3 5 

2-. >.""^^- 

^ ^^ © 2 "w 

.^^ P "^ P . • a, 

3 J 'Z! ^ > 3 

° - © ^ rf 






^"5 



-3; > o 
» .S o 

© t*^ ^ 

? o * 

fl g :« 

.s ?^ 

ss j3 © 



d g «; 

>^ -» i: c ^ -• 

£« -■> ^ o * 

::::^ V. © ja "^ 

rS ^ — 'S- ^ 

JO X. *- g • « 






i- © 

© > 






^ g 2 s ^^ i^ 

"^-^ts «.2.^ 

'^ =? ^ i .2 5 

- © cd w a? O 

•:: lis g 

2 ^ •> * -^^ ^ 

« a. S^ S 

^ S S o 



62 



SOCIAL LESSONS, NO. 1. 



t^ 



-g 

• ^ 






o 

2 o ^ ^ 



o a © 

^ ^ 5 f 



^ y) ^ g- = ■' 
^ ^ = S E 2 ; 



6 ?5 = 



tUD^ CL^ . 



o r- c c ;^ c w 



o o c ^ c o == 

' O o c 3 - — O 



a O X 9. 
6X3 









— o 

o o o 
o «- 



^ S-2 si IJq ^ ^ 



t; ^ 0.-3 -i^ S C O c ♦J 5* 

3oco5oooocg 






o 5 c S '^ "^ 

OJ --i «*-i -^ 



-= S <= P 

9 ° ? _S 



•^ 

i.^ 



rf 



2"3 3 5 = 



»-s|^s.s<es 



«3 O ^ 



GO 



043s®=^C®0,Co^ 

£ "^ -3 -o {i. « •» ^^ §^^ 



O 

<2^ 



c o o o 2 b c 



5 J § 



N 

O 

o 

flT ^ -a -Q J- ^ -o 

— - '-v P TT O O 



! o 



B^ 



o S 



J5 w O ? P O 



s o o 






1- o 

s o 
3 a. 



1— eNj«)^»oc©i>x»CiO 
t^ l> i> t- t> t^ ic* l-* t^ J> 



ail© 

'a: ^, y 52 

= ^.— '^ 
« '.S I *H 

c •«* ?S ^ 



© ^ 5 c fr 

Of -S s ^ 

S > ^- « 2 
^ oc . "is 

bjr,-='^ S?.2 

— .^ ^ c a> 






O 



*- c 



fcj-: 



;s 



05 



?i ^ C » 

^ * «^ (^ 

I ?- - 

5 ^ « S 

fi O c: 






.tS ?^ OJ c 0) « • = 

,,. .r *- — ^ ic. ^ 



c x: 



8 S & 



..-i^^ let § c 

3 ^ > .^ 
o cu > ^ 









;^ J - ^ 

^ S :s ? o § Ts 

c: *^ o o «: g^. *"- ;i:i 

;^ ? ^ 2 g-S ^ . 

o S -2 ir: .i" s E -^ i- ;r; ® -c ■*-» 

c I ^ C5 sr g --^ ^ ^ ^ bp-5 ^ 



' -Q C 



- ^ ? -i^ . »3 -^ - +j 3 



o) 'o "t: -w "^ o :s r/: 
^ c: o ^ <;^ c .t; i'< 



.2 cu 






5? 






br = . « -= ^ ^ - c3 
:^ a. © c «>c E o ® w 



*S>^§f^a.©c bcS®®w 
- "i^ o 2 ° ^ == < ^ o 




^ g j2 S ^ r- *S '"' i? .^ «'' ^ 






SOCIAL LESSONS NO. L 



6S 



--^ o 



i^ 









^ 






so 



G^ 






O V iJ S O art S 






^ ^ 



« Q ^^^ W • 



ss^ 









flj --3 c aj . 



S 3 S S i- 3 S rS 






IJS.^^'V 









73 i-i 



^ s cs 



0) Q> 



I s S 5 S i3 b 3 3 o-^- 



i ^ I P ^ o -^ .ti .2 :^ ^ 



CCOOQOQOQOOOQOOOGOOO 



p:; 



-^3 « ^ ^ .b 
S c ^ « 



05 C £ 



^ QO ^ ' *^ 

^ o S ^ 



> O 



C no C3 

= o c ^ *^ 
« .. o o ^ 

SjZ £ > ^ 
'■^ 05 -^ -5 ^ 

ex c -^ -a 
-2 03 E = "^ 
^ ^ o aj fl 
«« ^ C! ^ « 

15 *-• c ^ . 



-^3 ^ 



*r P ^ i: :S 

CO .- c * ^ 

QO -a .© ^_^ 



,.^ o 



o 5: rt oj 



•^ -O "z: > 

r^ O -^ - 

^ '^' ^ O § »- 

^^ o w » 



^i CO _^' p © c 
O 1? O «3 ♦- 

J- C -« 13 r- ^ 






" £ lis 

^ a; •:: i! fcjj 
1-5 o 1-5 2 

l-T I ^ ^^ 

t; a.— cc -G 

© — S „ ^ £3 

* <■ -S ■" «3 ^ 
bl) . '^ O O S 

•Z3 ». O "O ^ 2 

l^.l "g I i ^ 

T3^.g = era 
o «£ — > o 



.2£; 






3 is § ^ '" =2 

.2 .^ - o " 
s:a.2.2^^ 

-= c "5 "s; Q- 
-c 15 — -3 'i^ -^ 

*- 1: ^ S -^ 00 

« o ^ "t:; «<M 
^ ,. o .^^ QO 

03 13 "^ i;^ — ^ 

, .«5 ,"; » g 'B IT 

C -g -H © ^ 

S >^ © . -c ^ 
^ is 03 o -^ ti 



64 



SOCIAL LESSONS, NO. L 



i 



f\ CO 



1^ 



•^ 

Qi 

■^ 



5S 



lO 



.jg ^ 



QJ •€«» 






a S 



c ^ 



a> 



=3 T! 



JO 

^ O) 0) 

*- bi a; 

^ - © 2? »- 

— =? 5 •= i" .S a: Q) jj ® 



.^.e.-^ 



S3 v2 w"^ 'm ^ '-5 



m P-t m ^ 






■J — ] .f-l ;^ — OJ 

! -^ -^ :^ .^ 









1 T3 ^'^ 






o »> o 






"t: "z: ^ t: « -c 



SH ^^ 






t 


GO 


l-.?^-3te^^ 


l.<^ 

^ 




-f 2 S.^ g'-a d'Sc-S 




s; 






^ 


O 






C^« 


G^ 


i-i nil's -5.1 



bE*t 
D-2 



"— ' c c *- 









BO Cl 

I 5 S 
S.a2 



1 03 T3 



05 ^ ^ 03 

•^ S ^ rt 
5 O S o 






03 £3 TS 






00 



5S 



O uu ai P^ 









© 
be ^ 






< 



u ai oi ^ titi 

bX) 
o 



^ 



^ 
^ 



■^ 

I 



O P^ »4S* 



E-^ S 



^ ♦i bfl 
S 3 S3 



© © »- 



5? o o o 



> oQ c vi; 






1 



01 



'T' '- i: ^- 



S s S 2 

C ^ -fi bC 



m J3 Q? i fiS 

EC W s g Wi 

2<g S^ §^ 



© sr '^ 

bc ^ SE 3 ^ 

p 3 ? O- C> 



G^ 



§ s ^ ? 2 

W W CO "* 



SOCIAL LESSONS, NO. 1. 65 

JB j2 ^ 

s ^.-l -gt's^s^S^s « = -= 1 =.^ = 111" 

S <? = -E ^1 .t^ H £ I ^ ^i .^ I = -3 I I! -S c p I ^ § g I 



•c i: ^ ? .- P N 2 - 2 £ F= - ^ 2 E P 



, _ _. ^ _ ^ - _ „ ^ ^ -_ . ■- a: rt r-. 



H Ti ^y? r- -> r^ ?^^ "^ ■n ^J^ 1-v 7^ >^fi rt "^ 2; t^ r^ tif ,~ ,, — - .&« tr»._i 



aj-a>:^,J20fefi5T3 ^«6ca2C3o~-s^ fci)!^ 









fl,^ y 



-a 



^ g^l § 2 S 11 ii i 2 ^^ § I I P P cl I H o II 












•= I -s-.i ? -a" £ .p i 5 ? I 2 i §• r i P 2 g e § 1 2 g I 



66 SOCIAL LESSONS, NO, 1 

211 . — 1 . Well, Mary, how does your little pupil progress ? 

212. — 2. O, very well, we pass our evenings delightfully 
in reciting the elementary soimds and the combinations. 

213. — 1. How do you contrive to make John understand 
thrse difficult lessons? 

214. — 2. I teach him by example and practice. Last even- 
ing, after we had said our stated exercise upon the eh me nts, 
diphthongs, triphthongs, qnadrathongs, and musical scale, 
&c. 1 exercised with him upon the table of words, No. 1, 
198. First we pronounced all the words in the table in a 
perfectly natural voice; then to make John understand the 
effect of pitch, I pronounced a few words, making two dis- 
tinct notes of the vowel sound, the last note one degree 
above the first, then we repeated the whole table in the same 
manner 

EXAMPLE. 

7n, 7t, 7ve, 7d, 7ff, 7m, 7b, 7ck, 7dge. 
shl shl shl chl chl chl chl chl jl 

Again three degrees on the vowel. 

6n, 6t, 6ve, 6d, 6ff, 6m, 6b, 6ck, 6dge. 

777 77777 7 

shl shl shl chl chl chl chl chl jl 

Next we raised four degrees, then 5, 6, 7, 8. At another 
time I intend to exercise him upon the sam^ table, first de- 
scend one degree, thus, 

shl shl shl chl chl chl chl chl jl 
2n, 2t, 2ve, 2d, 2ff, 2m, 2b, 2ck, 2dge 
Three degrees, falling movement. 

shl shl shl chl chl chl chl chl jl 
222222222 
3n, 3t, 3ve, 3d, 3ff, 3m, 3b, 3ck, 3dge. 

Four degreeSy rising and falling. 
5n, sh5 5ve, ch5 5ff, ch5 5b, ch5 5dge. 

6 Q Q> Q ^ Q e> e> ^ 

7 77 7^77777 
shl It, shl Id, chl Im, chl Ick, jl 

The teacher should show the young pupil by example how 
to execute these lessons. It will be well at first to sound 
the consonants distinct from the vowel, making a long pause 
between them, and give a long time to each note of the vowel. 



SOCIAL LESSONS, NO. 1, 67 

Five degrees rising and falling, 

4n, 4ve, 4fF, 4b, 4dge. 

5 5 5 5 5 

6 6 6 6 6 

7 7 7 7 * 7 
shl shl shl chl chl chl chl chl jl 

2 2 2 2 

3 3 3 3 

4 4 4 4 
5t, 5d, 5m, 5ck. 

From time to time I shall go through with the ten tables 
from No. 1, 198, to 20B, that are within the ruled lines, 
and attend to all the powers of the voice that you have 
taught me, and that I can discover. 

215. — 1. It was the intention to have a sing-le vowel be- 
tween two consonants in each word throughoiit those ten ta- 
bles; but we have not words enough of the kind, so I was 
obliged, in some of the tables, to insert diphthongs and doub- 
le consonants; these things you must point out to your little 
pupil when you are teaching him. 

216. — 2. You trust me for that! and after two or three 
years' practice say whether I have done my duty. 

217. — 1. I must now teach you something more of Ac- 
cent and Syllabication. 

Every vowel sound may be uttered in a 
Short or long time, 

Soft or loud voice, . Essential properties of Ac- 
Close or open tone, ' cent and Emphasis, No. 139. 
High or low pitch 

218. Accent is that pleasing variety in speech, which 
we may observe in the natural *ipeaking voice in the every 
day concerns of life. Here nature is true to herself, and to 
learn of her we have only to listen. Hear the infant. 

Do take me, pa, a little while. 

No! no! child, you must go and play; and, pa must go 
into the field and mow down the tall grass for the cows and 
horses to eat in the cold winter. 

When will it be winter, pa.'^ 

2J9. It appears natural for the voice to change from high 
to low, light to heavy, or long to short, every other act of 
utterance. But by design we can give to a series of vocal 



68 SOCIAL LESSOxNS, NO. 1. 

sounds an equal degree of force or time to each, thus: Let 
" the small dot represent a slight degree of force and shortest 
possible time. 

• ••••• ••• • 

The larger dot more force. 

• •••••••• • 

Short line a short degree of time. 

Longer line a greater degree of time. 

Or thus. 
No. 1,226. 

220. — 2. You know I told you some time a._.(5 that I 
should teach John Accent while reczting the combii»acious of 
the elements. I will show you how I represented it to him. 
This character, o, I make represent the greater stress, 
and dot • the less; thus, 

First Example of Accent. 

O • O • O* O • O • O • O ' o • <> • o • 
Second. 

• o • o • o • o • o • o • o* • o • <c> • o 

Third, 

<> • • o • • o> • • o • • o • • o • • <o • • 
4th o o o , 5th o o o, 6th o <c>o, Ttho o O, Sthoo o 

First Example of the combination of four vowels or impulses, 

OOOO OOO/^ OOOv^ ooo( ooo) 

O Ooo O Ooo O Ooo O Ooo <C> Ooo 

2do<oo o,3do ooo, 4th ooo o, 5th<o o o o , &c, 

22 L A syllable is a vowel or such a combination of vow- 
els and consonants as can be uttered with one impulse of the 
voice. 

A simple syllable is formed bj a single vowel either with 
or without consonants. 

A compound syllable consists of more than one vowel with 
or without consonants. 

222. Examples of simple syllables: a, o, ah; ns, up^ if, 
if see, tea.fecy pea^ No. 1, 186, 187. ShuUy shutj shove^ 
elunch. No. 1^ 198. 



SOCIAL LESSONS, NO. 1. 



69 



Compound syllables: /, ice; oil, oint] out; once; thy, 
fly ; joy ; flowery ; thou; sway\ ire; our; wars; shine ; flounce ; 
squalled, sprawled; trounced, No. 1, 195, 196. 

2^3. Every compoimu syllable has one of its vowels 
sounded with a greater degree of force, or has greater quan- 
tity or length of time than its neighbour. The word, wahe^ 
is a compound syllable, the accent or greater stress is placed 
on the a; wake; in the word, ground, the accent is on the 

which represents the sixth vowel: ground. No. 1, 188, 
189, 190. 

224. In a compound syllable we can place the accent on 
which vowel we please. We can say, oil or oil, ground or 
ground. So it is with words of more than one syllable, and 
sometimes the m.^aning of the word is changed by placing 
the accent differently. 



The same word Accented dij[ 


ferently. 


^^abject. 


to abject. 


descant. 


to descant 


absent, 


to absent. 


essay. 


to essay. 


abstract, 


to abstr^lct. 


export, 


to export. 


accent. 


to accent. 


extract. 


to extract. 


affix, 


to affix. 


ferment. 


to f rme nt. 


assign, 


to assio'n. 


frequent, 


to freqiient. 


augment. 


to augment. 


import. 


io import. 


cement. 


to cement. 


incense, 


to ii. cense. 


colleague. 


to col i ft ague. 


insult, 


to iiisult. 


collect. 


to collect 


object. 


to object. 


compact. 


to compact. 


perfiime, 


to pjifdme. 


compound 


to compound. 


permit. 


to penuit. 


coni.rr^ss, 


to compress. 


prefix. 


to prf^l is. 


concert, 


to concert. 


premise. 


to prem.ise. 


concrete. 


to concrete. 


presage. 


to pr-sag-e. 


conduct, 


to conduct. 


present. 


to present. 


coo fine, 


to confine. 


produce, . 


to p reduce. 


coiiHiot, 


to conflict. 


project, 


to project. 


CO. serve. 


to conserve. 


protest. 


to jjrotest. 


c6nso*t. 


to consort. 


reoel. 


to rebel. 


COut^'St, 


to contest. 


record, 


to record. 


contract, 


to contract. 


refuse. 


to refuse. 


contrast. 


to conrtrast. 


subject. 


to subject. 


convent. 


to convent. 


survey. 


to survey. 


converse^ 


to converse. 


torment, 


to torment.'^ 



70 



SOCIAL LESSONS, NO. 1. 



^25. A Table consisting of words from one to eight syllables, 
1 . Such as hesnn with vowels. 2. Such as begin with consonants. 



1 < 


'^a 

^ an-t-d 
into 


1 


'^say 1 mono- 
j> svila- 
sail J bles. 
'Fanny 1 




o • 




o • 




2. 


angel 
»o • 


2- 


fanless 
o • 


dissvl- 
^ lables. 


! angk 




fable 




to. 




o • 




unmanly 




'col-ony 


! 


.J 1 • o • 
1 unmanlike 


3< 


o • • 
col-o-nize 


[ trissyl- 
' lables. 




• o • 










^ anatomy 




"comically 




4^ 


• o • • 

anatomist 


4 J "^ • • * 
1 comicalness 


polosyl 
' lables 




^ • < • • 


< • V 


or 




interesting-ly 


communica-tory 




5. 


• • < • • 

apprehensiveness 


' communi-ca-tive 






• • < • • 

argumeritativelj 


o < o o o 
^ disproportionably 




6< 


o o < O o 

incommiinicable 


G<! • • < • • * 
« disproportionatene * 


m^ny 




incomprehensibly 


1 


. . <. . . 

r 


sylla- 
^ bles. 


■7< 


incompreherisibleness 
iiicom'^ehensibiiity 


7- 


" 




8 


Is it he that aajs I mast come 








1 - . < . - . . - 


I 







226 Dr Rush says, that '^ It is the concrete (No. 1, 

110,) movement of the ^^lomentary sounds, or the radical 

^ and vaiiishino: functions of the voice, which pro(1uces those 

- succ ssive imoidses of speech, called syllables j" and farther, 

^' that two tonics (vowels) cannot be united into one vocal 



SOCIAL LESSONS, NO, 1. 7| 

impulse, for each having' by nature its own radical and van- 
ish, they must produce two syllables." 

Now upon this principle the word, /, has two syllables, 
for it contains two elementary sounds, each possessing the 
radical and vanishing- movement. No. 1, 107: d2d diph- 
thong. The word, sky^ according- to Walker's pronuncia- 
tion, vvouid have three syllables^ formed of the second, fifth 
and second rowels, sk ^ ) ^ The word, ivire, would have 
four syllables, ( ) -» o 

The only difficulty, i apprehend, is in understanding what 
is meant by elemenlary sound, a^id by an impidse of the 
voice. It is und^^rstood by every one, that w }rds like these: 
tvire, shroud, sprowl, are words of one syllable, or mono- 
syllables. Well, when I say, • ^ s^ < )/^^--'()o 
I make ten impulses of the voice, and utter ten elementary 
soinids. When I say, •», •'^, • ^^ •(,•>, 

• ^-sj • v-/, • ( ? • ) 9 • o , hov^ever closely the 
sounds be united, i must make twenty impulses of the voice; 
but I should not make twenty syliabies, unless you will have 
it that /has two syllables, and wire, four. 

A vowel IS lengthened only by successive, short impulses 
of the voice, gliding from one to another, thus, shun, — . . .. / 

shut, - — Any simple syilable^may be continued at 

pleasure, or it may consist of a single impulse, or a single 
portion of sound; shun, - • ^ ,--... ^ In the progress 
of the voice in forming a syllable, it may continue on the 
same line of pitch, descend or ascend, and may almost as 
easily glide from one vowel sound to another, as to continue 
in the same, thus in the word shine, - ) > ) ^ ^ r^ rs ^ / 
and in the word our, /^^-n/^^^ ( ( ( ( o o o o 

The progress of the voice in a compound syllable may be 
represented thus, 

t-r-i-te. 




t-r-o-u-t. 
The syllable, trite, is not formed by one single impulse of 
the voice, but by three impulses. We can more tnily ssy of 
a syllable, that it is pronounced vvith a single explosion of 
the voice, than with a single impulse. 



72 



SOCIAL LESSONS, NO. 1 



227» Classification of Words for exercise in Pronunciation, 
Observe the construction of the words. In some of the 
columns you may observe single consonants between vowels^ 
in others two, and some three. 



No. 1. 

1 usher 

2 other 
utter 
udder 
upper 
ether 
either 

8 inner 

9 etcher 

azure 

No. 4. 

1 shearing 

< . 

2 sharing 

3 shoring 

4 cheering 

5 choring 

6 jeering 

7 jarring 

8 searing 

9 nearinor 

leering 

No. 8. 

1 empyrean 
. <.. . 

2 empyreal 

3 empyreum 

4 emporium 

5 imperial 

6 imperious 

7 injurious 

8 infiirious 

9 experience 
material 



~ s^ o 

\ ^ o 
— ... o 
— ^ o 
o 
o 
o 
o 
o 
o 



• / - 



-- ) 

No 5. 
sheriflf 

<.. 
sherris 
cherish 
chorish 
cherub 
jurate 
serene 
seraph 
th'^rein 
thereat 



No. 9. 

imitate 

<. . 

elevate 

emulate 

animate 

avocate 

edifice 

episode 

epithet 

animal 



"No. 2. 

ulcer 

under 

umber 

upbear 

uptear 

impair 

ugly 

inky 

only 

Oiney 

No. 6. 
serious 

furious 

curious 

terreous 

glorious 

spurious 

scorious 



No. 10. 

antedate 

< . . 

antelope 

altitude 

aptitude 

absolute 

obsolete 

obligate 

abdicate 

advocate 

alcohol 



No. 3. 

monstrous 

iondne&s 

pdimphlet 

lanc^mark 

transcript 

scaw//ing 

branc/i/ess 

bridesmaid 

hroomstick 

milkmsLU. 

No. 7. 
chariot 
<.. . 
Harriot 
loriot 
floriage 
variate 
variance 
heroine 



No. 11. 

incident 

< . . 

indigent 

egotist 

egotism 

evident 

eminent 

adamant 

absonant 

opulent 

obelisk 



SOCIAL LESSONS, NO. 1. 



7S 



No. 12. 
1 saliyate 
o. . 

solitude 

navigate 

latitude 

capital 

comical 

calculate 

8 maculate 

9 modulate 
popvilate 



No. 16. 

appertain 

. . . o 

ascertain 

entertain 

intercede 

interpose 

intervene 

intervolve 

intercept 

intermix 

undersell 



No. 13. 
elation 
. o . 
evasive 
emotion 
emetick 
abusive 
recital 
relation 
rotation 
refusal 
reposit 

No. 17. 
salutary 
o . . .. 
solitary 
limitary 
military 
cemetery 
seminary 
nugatory 
dilatory 
lapidary 
secondary 



No. 20. 
1 inestimable 



No. 14. 
inconstant 
. o 

adjustment 
contentment 
commandment 
decampment 
enchantment 
enhancement 
engagement 
inducement 
enslavement 

No. 18. 
consolidate 

. o. . 
contaminate 
conseminate 
concutenate 
consecutive 
contabulate 
confabulate 
facilitate 
felicitate 
pontificate 



No. 15. 
proposal 
. . o. 

predestine 

prevention 

production 

prohibit 

projection 

prolifick 

protector 

professor 

progressive 

No. 19. 
litigation 
. .o .. 
limitation 
desputation 
sibilation 
simalation 
dissolution 
vegetation 
delegation 
locomotion 
disposition 



2 inexplicable 

3 iusuflerable 

4 dishonorable 

5 impracticable 

6 inhospitable 

7 exceptionable 

8 determmable 

9 intolerable 
considerable 

Wbat-could-be-doue-there ? 
What-might-be-dene-there ^ 
What-would-be-done-there ? 
What-should-be-done-there ? 
7 



No. 21. 
criminality 

generality 

generosity 

incredulity 

ingenuity 

insipidity 

multiplicity 

sensibility 

visibility 

university 
What-can-be-done-here ? 
TV hat-may~be-done-here ? 
Whai-wiil-be-done-here ? 
What-shall-be-done-here ? 



74 SOCIAL LESSONS, NO. 1. 

PREFIXES. 

228. " A Prefix is a particle put before a word to change 
its signification." 

1. BEj signifies about, by or nigh, for or beforehand. 

tesprinkle, feeside, fcespeak. 

2. FOR, negation, privation. 

ybrbid, /orsake, /orbear. 
S' FORE, before or beforehand, to put off. 

foresee foreitW, /oretaste, forego ^ 230, 

4. MIS, defeat or error, want of confidence. 
a misgo, mistake, mistrust. 

6. OVER, eminency, superiority, excess, 
an ouermatch, to overcome^ overdo, 

6. OUT, excess, excellency, superiority, place. 

owf number, outrun^ ow^strip, owfpost. 

7. UN, privation, negation, dissolution. 

wwable, wwwilling, to wnlock. 

8. UNDER, inferiority, diminution, privacy, secrecy. 

wwc^erclerk, wnc^errate, underhsinded. 

9. UP, above, upwards, upper, overturn. 

upViit, wpcast, wpland, upset. 

10. WITH, against, from or back. 

ivithstsindy withhold. 

11. AB, or abs, from, excess, wrong. 

afest^in, absolve, a6hor a6use. 

12. AD, to or at. 

to adjoin, adjacent. 

13. ANTE, before. 

to antedate J to date before the time. 

14. ANTI, against. 

awfimason, awftuniversalist. 

15. CIRCUM, about, round. 

circtwwscribe, circwmloGutioii. 

16. CON, with or together. 

connect, conjoin, conjunction. 

n. CONTRA, against. COUNTER, to order contrary 
confradance, countermand . 



SOCIAL LESSONS, NO. 1. 75 

18. DE, motion from. 

to depart, decamp. 

19. DI, is used to extend or lessen the sense of the simple 
word. 

to spread out, to make less, 
dilate, diminish. 

20. DIS, privation or negation. 

disapprove, disagree, distress. 

21. E, EX, out, out of, or off. 

to cast out, to shut out of, to put off. 
eject ejjclude, evade. 

^2. EXTRA, beyond, over and beyond. 

beyond the due bounds, above what is common, 
ea^fravagance, ea7^raordinary. 

23. IN, commonly signifies negation or privation. 

not active, not decent, to push forward, 
inactive, indecent, incite. 

24. EN, IL, IR, IM, as, to fence in, to make furious. 

enclose, enrage, 

to deceive, to enlighten, from, 
i/lude, irradiate, immerge. 

25. INTER, ENTER, between. 

to come between, to forbid, to please, 
in/ervene, interdict, entertain. 

26. INTRO, within, to bring into or within. 

introduce. 

27. OB, OC, OP, generally signify against. 

to put against, to blot out, to happen. 
o6ject obliterate occur. 

28. PER, through, to pass through. 

to j^ervade. 

29. POST, after, a note written after the letter. 

a postscript. 
.30. PRE, before, to place before. 

to prefix. 
31. PRETER, beside or contrary to. 

contrary to the common course of nature, 
preternatural. * 



76 SOCIAL LESSONS, NO. 1. 

32. PRO, forth, forward or beforehand. 

to bring forth, to go forward, foretell, 
produce, proceed, prognosticate. 

33. RE, again or about, to print again. 

reprint 

34. RETRO, backward, a looking backward. 

retrospect. 

35. SE, out or from. 

to choose from, to confine from, 
select, seclude. 

36. SUB, under, to write under. 

subscribe. 

37. SUBTER, under, flowing underneath. 

sw6/erfluous. 

38. SUPER, upon, over or above. 

to build upon any thing, to add over and above, 
swperstruct, st^peradd. 

39. SUPER is sometimes changed to sur, surpass. 

40. TRANS, over or beyond. 

to carry over, to go beyond, to alter. 
trans porty transgress , transform. 

41. A or AN, privation or negation. 

without name, without government, 
anoiiymous, anarchy. 

42 AMPHI, both and about. 

that live both on land and in water. 
amphibious. 

43. HYPER, over and above. 

a critic exact b<-yor d use or reason. 
/i2/pe7xritic. 

44. HYPO, under, one that acts under a mask. 

hypocrite. 

45. META, boyorjd or change. 

chanG:e of ?-hape. 
mefamor.hosis. 

46. PERI, about, speaking in a round about way. 

periphrasis. 

47. SYN, SYM, with or togi^ther, meeting together; 

fellow feeling: synoi. 

si/mpatby. 



SOCIAL LESSONS, NO. 1. 77 

229. The Prefixes are of great use in formings worrls. 
The above list is intv^nded for your inspection; I will not 
obli-e you to commit them to memory in the order here plac- 
ed, for you already know the most of thorn, and know how 
to use them correctly. 

230. — 2. I inf rmed pa, that I had vndertBken to instruct 
John; and, said he, John, you miist perform your task well 
and not mistake the lessons Mary constricts for you, delay- 
ing' to attend to what she j^roposes. If you be disposed to 
forego your amusements and/orsake some of your unimpor- 
tant exercises, and will study a/most constantly, you may^ 
outdo many of the boys. You will overtake Charles, and 
James will be wnable to mfAstand you. 

A LIST OF AFFIXES. 

Er, or, ee; ment; use; ard; ion; ance, ence; ing, ed; 
ness, th, ht; ship, hood; ity, nee, cy; ude; cry, ory; dom; 
tain; head; rick, wick; ric, wic; ian; kin, lin, ling, ock, rel, 
et; age; ite; ate; ret; ly; sm, ism; st, ist; ful; ive, ous; 
ent, nt, some; able, ible; y; en; less; like; ic; al; isb; wise; 
ian, an, nic; ize; fj; man. 

Derivation shows the manner in which derivative words 
are deduced from their primitives; as from the word maUy 
which is a radical word or root are formed many derivatives, 
by the use of Prefixes, Affixes and Inflection. M^n-s-nesty 
neth, nedy ner^ ly^ linesSy nish, kin^ kindlike, Unman-s- 
nest-neth, &c. 6rent/eman, gen^/eman's, gentlemen, gen- 
^/emen's, gentlemdnily ^ like, ship. i^oe-man,/oe-men, fore- 
man, foot-cnBLn, Aorse-man, /lorse-man-s^ij?, f reed-m^n fresh- 
man, freshraanship, penman-s/iip, spokes-man, sportsman, 
tradesman, workman-ship, marksman, hang-man, head- 
man, churchman, clergyman, schoolman, beads-man, bow- 
man, bondman, boatsman, alderman-/i/-i/2/-/iA:e, townsman, 
statesman, fisherman, pressman, huntsman ship, country- 
man, tithingman, woodman, woodsman, journeyman, plough- 
man, furnaceman, shij-man, steersman, helmsman, watch- 
man, fireman, selectman, draughtsman, nobleman place- 
man, ferryman, coachman, husbandman, madman, bellman, 
craftsman. Woman, women, bondwoman, bendswoman, 
beadswoman, womanly, womaned, womanhater, womanhood, 
iTomanisb, womanishly, womanishness, wonaanise, womaa- 
kind. 

7^ 



78 



SOCIAL LESSONS, NO. 1. 



231. AFFIXES 

Affixes are syllables added to words to express the differ- 
ent relations of 



1 act or action^ 

2 state or condition^ 

3 char ad tr or habit ^ 

4 office or employment^ 

5 quality or essence ^ 



6 power or capacity^ 

7 diminution or deslitutiony 

8 abundance or plenty, 

9 likeness or inclination, 
skill or dexterity J &fc. 



232. A TABLE EXHIBITING EXAMPLES OF DERIVATION. 

We derive from the word 



die, 


death. from draw, 


dr SiUght. 


write, 


writer; 


instruct, 


instructer-or. 


theology, 


theologis^; 


drove, 


drover. 


assign, 


assignee; 4 


depend. 


dependant 


depend, 


dependent; 2 


depend. 


depend ance. 


depend. 


dependence; 


enjoy, 


enjoyment 


enrapt. 


enrapture; 


drunk, 


drunkard. 3 


educate, 


education; 


permit. 


)ermission. 


white, 


whiteness; 5 


hard, 


lards/iip. 


horse. 


horse mans/?ip; 


false, 


false/ioocf. 


possible, 


possibil%; 


innocent, 


innocence. 


infinite, 


infinitnrfe; 


brave, 


braverj/. 


orator, 


orator?/ ; 


free, 


freedom. 2 


pope. 


popedom; 


chief, 


chieftain. 


bishop. 


bishopWtA;; 


lamb, 


lambA:in. 7 


duck. 


duckling; 


hill. 


hiWock. 7 


flask, 


flaskef; 


sulphur, 


sulphuriie-eL 


catechist. 


catechism; 


heir, 


heiress. 


mourn, 


mournful; 8 


instruct. 


instructive. 


study. 


studious; 


consist. 


consistent. 


tire, 


tiresome ; 


delight, 


delightsome. 


move, 


moveable; 6 


compress. 


compressi6/e 


wealth, 


wealthy; 


lord, 


lordly, 9 


good. 


goodly; 


strong. 


strongly. 


loving, 


lovingly; 


war, 


warWe. 9 


ash, 


ashen; 


length. 


lengthen. 


worth. 


worth /ess; 7 


nation. 


national. 


cbild, 


childish; 9 


England, 


English. 


Newton, 


Newtonian; 


Plato, 


Platonic. 


house, 


to house; 


breath, 


breathe. 


accent. 


to accent; 


organ, 


organis^e. 



SOCIAL LESSONS, NO 1. 



79 



233. In the above table are to be seen the most of the 
affixes, by which can be observed their use in the formatioa 
of words. 

The numbers on the right of some of the words refer to 
iha numb-^rs at the h- ad of the table, by which reference 
may be known the general meaning of most of the affixes. 



234. In 


tliction is the variation of 


a word, remaining the 


same part 


of speech. 






1 




2 


3 


4 


1 love 




hop 


have 


do 


2 loves 




hops 


has 


d06S 


3 \oveth 




ho]ypeth 


ha/A 


do//i, d.oeth 


4 lovcsi 




hopjjest 


h'd st 


dosty doeth 


5 lovec? 


' 


hopptd 


had 


did 


6 loveds^ 




hogpedst 


hdidst 


didst 


5 




6 


7 


8 


1 be, am^ 


are 


write 


let 


1 pen 


2 is 




writes 


lets 


2 pens 


3 




writetk 


htteth 


3 pen's 


4 art 




writest 


Mtest 


4 pens' 


5 was, were 


wrote 


let 


1 peach 


6 wast, w 


ert 


protest 


\etst 


2 peaches 


7 








3 peach's 


8 








4 peaches' 



235. ^^ Of Words in general ^ and the rides for Spelling them 

Words are articulate sounds, used by common consent, 
as signs of our ideas. 

A word of one syllable is termed a Monosyllable; a word 
of two syllables, a Dissyllable; a word of three syllables, a 
Trissyllable; and a w^ord of four or more syllables, a Poly- 
syllable. 

All words are either primitive or derivative. 

A primitive word is that which cannot be reduced to any 
simpler word in the language: as, man, good, content. 

A derivative word is that which may be reduced to anoth- 
er word in English of greater simplicity; as, manful, good- 
ness, contentment, Yorkshire.* 

*A compound word is included under the head of derivative words: 
as, penknife, teacup, looking glass; may be reduced to other words 
of greater simplicity. 



80 SOCIAL LESSONS, NO. ir 

There are many English words hich, though compounds 
in other langiag^s, are to us primitives: thi:s, circtnispect, 
circimveiit, circunistance, delude, concave, coui|>licate, &,c. 
primitive words in English, will be found derivatives, when 
trat''ed in the Latin tongue. 

The orthoi».ra;)h3' of the English language is attended with 
much uncertain ty and perplexity. B,.t a consnitrable part 
of thio inconvenic:nce may be remedied, by attending to the 
general laws of formation: and for this end, the learner is 
presented with a view of such general maxims in spelling 
primitive and derivative words, as have been almost univer- 
sally received. 

RULE 1 . 

Monosyllables ending vvith/, /, or s, preceded by a single 
vowel, double the final consonant: as, staff mill, pass, &.c. 
The only exceptions are, of, if, as, is, has, was, yea, his 
this, us, and thus. 

RULE 2. 

Monosyllables ending with any consonant but /, /, or sj 
and preceded by a single vowel, never double the final con- 
sonant; excepting add, ebb, butt, egg, odd, err, inn, bunn, 
purr, and buzz. 

RULE 3. 

Words ending with j/, preceded by a consonant, form the 
plurals of nouns, the persons of verbs, verbal nouns, past par- 
ticiples, comparatives, and superlatives, by changing y into 
i: as-spy, spies; I carry, thou earnest; he carrieth, or car- 
ries; carrier, carried; happy, happier, happiest. 

The present participle in ing, retains the y, that i may 
not be doubled; as, carry, carrying*; bury, burying, 8lc. 

But y preceded by a vowel, in such instances as the 
above, is not changed; as, boy, boys: I cloy, he cloys, cloy- 
ed, &LC. except in lay, pay, and say; from which are form- 
ed, laid, paid, and said; and their compounds, unlaid, un- 
paid, unsaid, Sic. 

RULE 4. 

Words ending with j/, preceded by a consonant, upon as- 
suming an additional syllable beginning with a consonant, 
commonly change y into i; as, happy, happily, happiness. 
But when y is preceded by a vowel, it is very rarely chang=- 
ed in the additional syllable: as, coy, coyly; boy, boyish, 
boyhood; annoy, annoyer, annoyance: joy, joyless, joyful. 



SOCIAL LESSONS, NO. 1^ 81 

RULE 5. 

Monosyllables, and words accented on the last syllable, 
ending with a sing^le consonajit preceded by a single vowel, 
double that consonant, when they take another syllable, be- 
ginning with a vowel: as, wit, witty; thin, thinnish: to abet, 
an abettor; to begin, a beginner. 

But if a diphthong precedes, or the accent is on the pre- 
ceding syllable, the consonant remains single: as, to toil, toil- 
ing; to offer, an offering; maid, maiden, &c. 
RULE 6. 

Words ending with any double letter but I, and taking 
ness, less, ly, or fid, after them, preserve the letter double: 
as, harmlessness, carelessness, carelessly, stiffly, successful, 
distressful, &c. But those words vrhich end with double /, 
and take wess, less, ly, or ful, after them, generally omit 
one /; as fulness, skilless, fully, skilful, &c. 
RULE 7. 

Ness, lees, ly, and ful, added to words ending with silent e, 
do not cut it off: as, paleness, guileless, closely, peaceful; 
except in a few words; as, dhlv, truly, awful. 

RULE 8 

Menl, added to words ending with silent e, generally pre- 
serves the e from elision; as, abatement, chastisement, in- 
citement, &c. The words jidgnient, abridgmeiit, acknowl- 
edgmei t, are deviations from th-^ rule. 

Like other terminations, mtni changes y into ^, when pre- 
ceded by a cousouant ; as, accompany, accompaniment; 
merry, merriment. 

RULE 9. 

Able and ibh, when incorporat'^d into words ending with 
silent e, almost always cut it off: as, blaae, bi^nsble; 
cure, curable, sensi^ sensible, &c. but if c or g- soft comes 
before c in the original word, the e is then preserved in 
words compounded with able; as, change, changeable; peace, 
peaceable, &c. 

RULE 10. 

Wh ;n ing or ish is added to words ending with silent e, 
th<* 6 is almost universally omitted: as, place, placing; lodge, 
lodging; slave, slavish; prude, prudish. 

RULE 11. 

Compound words are generally spelled in the same man- 
ner as the simple words of which they are^ formed; as, foot, 
ball, windmill, bulldog, thereby, hereafter." 



83 



SOCIAL LESSONS, NO. 1, 



236 . All the words derived from the same root or radi- 
cal may be said to constitute a family of words. I have 
taken pains to collect a few such families that you may have 
an extensive idea of the formation of words. 



EXAMPLES OF DERIVATION. 



237. The word duct is derived from the Latin word dwco, 
which signifies to lead; duce is from the same root. 

Duct and duce are the roots to many English words, which 
the following table will plainly show. 

No. 



DUCT. 

i)educt-s-est-eth-ed-ing-er-ioo. 
C£);?dnct or-ress-ion-itious> 
Product ion-ive-wess-ile. 
JR educt-\oi\-\\ e-ly , 
Subdaci ion. 
induct- ion- ive-/y. 
Super'm^\uct\on, superinduce. 
Pro-duct-ion-ive-ne5s 



Unconducted. 

UnprodncUwe-ness. 

Circufnduci'ion^ 



1. 



DUCE. 



Aqueduct. 



Z)educe-s-st-th-d r-ing-ment-ive. 
Co/iduce-ment weness ihle-ness 
Prnduc%.'Weut-'i\e-nesS''ih\e-ntss^ 
i?cduce ment, \b\e-nes8, 
Siihduce. 

Induce meni, ible. 
Obduce tion. 

•Adduce turn, ive, iblc, nt. 
jEc/uce, tion. 
Mduce, tor, tion. 
Seduce- tion, nieiit, tive, iblc. 
/wtrodnce tion^ \wc-ly. 
C^?/ conducting. 
Adduce^ tion, tive, ible, nt. 
Unr(d\\ced-'\h\Q-XiCB^. 
/rr.. ducible. 
C/wsednced. 
Unintrodxkccd. 



No. 2. DEJECT, 

To cast down; to afflict'^ low spirited, 
JDejoct, s, est, eth, ecl-iv, ing, er, or, ure, ion, ory, ly. 
06jpct, s, est, eth, fd-Zz/, inar, er, ion-a6/e, iiv e-ness-ly. 
Abject^ s, est, eth, en, ino, er; abject- ly. 
Adject, s, est, eth, ed. ing, er, ion, tive-ly, itious. 
Conjecture^ s, est, eth, ed, ing, er, ural-/i/, urable. 
ProJLct, s, est, eth, ed, ing, er, ion, ure, ment, ile. 
i?6J^^ct, s, est, eth, ed, ing, er, ion, able, aneous,(not chosen.) 
jGject, s, est, eth, ed, ing, er, ion, ment. 
iSw^ject, s, est, eth, ed, ing, er, jou, ive-ly, 
/nject, s, est, eth, ed, ing, er, ion. 
Interject, s, est, eth, ed, insr, er, ion. 
Unobjeciiormbkf without fault, 



SOCIAL LESSONS, NO. 1. 83 

No. 3. ABJURE, 

To swear not to do, or not to have something. 
^6jure, s, st, th, d, ing, r-s, ment-s, ation-s. f Abjure, 
Adjure^ s, st, th, d, ing, r, ation-s. | Abjure*. 

Injure, s, st, th, d, ing, r, ious- Inflection. | Abjures^, 
ness, iously. | Abjure/A. 

Conjure, s, st, th, d, ing, r, ment-s. (^ Abpred, 

C Abjurinor-er, 
Derivation. < Ahywement, 
( Abjuration. 

No. 4. ABRUPT, 

Broken J sudden; to disturb, 
..4&rupt, s, est, eth, ed, ing, er, ion, ness, ly. 
Corrupt, s, est, eth, ed,'ing, er, ress, ion, ness, Ij, ible-ness. 
Cor'^u,>t-fT, est, ive-W6S5, less, 
/^icorrupt, ed, ion, ive, ibi«-?i6S5, ibilitj. 
/rrupti<)n, ive, bursting forth . 
/nferrupt, s, est, eth, ed, ing, er, ion, edly. 
Uncorrupted-ness, ness, ible, 
r/mnferrupted^ ly, unmoved^ calm. 

No 5. SCRIBE, 

A writer; to fit one thing to another. 
Scribe, s, st, th, d, ing, r, ations; scribble, s, st, th, d, ing". 
Circwmscri66, (to vi^rite around,) circ?*niscripti6/e-ion, ive-ly. 
Describe, (to mention the properties of things) r, ption-iue-/y. 
Inscribe, (to write on any thing,) r, piion-tive'ly. 
Jndescribable, cannot be described. 

Prescribe, (to order) pt, (direction, model prescribed) ion, ive 
Proscribe, (to doom to destruction,) r, ption, ive. 
Subscribe, (attest by writmg the name,) pf-ion, ive. 
Superscribe, to write on the top or outside. 
TVanscri^e, (to copy,) pt-ion, ive-ly. 
Conscript, (a Roman senator,) ion, an enrolling. 

No, 6. 

Jnfercept, s, est, eth, ed, ing, er, ion. 
Inception, ive, or, (beginning.) 
Conception, ions, ive, ible, acle. 
Deception, ions, ive, ible, ibility, cry. 
Precept, ion, ive, or, ory, ial. 



84 SOCIAL LESSONS, NO. L 

No. 6. FORM, 

To make out of materials. 
Form, s, est, eth, ed, ing', er-Jy, ation, al-ly-ize, ative, ful, 

ication, idable-i/ ness, less, osity, (beauty,) ula-ry. 
JBiform-ity, with two parts. 
TWform, with three parts. 
Conform, able-i/, ation, ist, ity, unconhxxnahle. 
JGwforra, to fashion, direct. 

/wtbrin, (to instruct,) Sihly-ity^ ant, ative, ation, idable, ous. 
Mishrm^ (to put into an ill form,) er. 
ikZi^mform, (to give a wrong account,) ation, er. 
Outform^ external appearance. 
Perform, (to execute,) able, ance. 
Reform, (to form again.) ation, alize, er, ist. 
Transform, (to change,) ation. 
Unii'orm, alike; regimental dress of a soldier. 

Other tables of this kind may be made by Ihe pupil, 

237. DIRECTIONS. 

Recite the examples of simple sjliables 222: compound 
syllables. What is meant by a simple syllable? by a com- 
pound one? 221. What is said of the accent of compound 
syllables? 223, 24. Read the examples under 224. Read 
what is represented under 226. 

Recite the words in class No. 1, 227, in a low voice, both 
syllables on the same degree. Again, raising the last two 
degrees, now three, now four, five, six, seven, eight. Re- 
cits No. two in the same way. No. three. Now in a fall- 
ing movement. How many consonants in each word in No. 
1? No. 2? 3? 4? 5? 6? 7? 8? 9? 10? How many syllables 
in No. 9? No. 15} 17? 20? Recite No. four with the ris- 
ing movement thus: 

ing, ing, ing, ing. 

r r r r 

shea sha sho cho 

No. five in the same way. No. six and seven. Now the 
same in the falling movement. 

shea sha sho cho 

r r r r 

ing, ing, ing, ing 

Recite No. 9 with the rising movement. No. 10, 11, 12. 



SOCIAL LESSONS, NO. 1. 85 

238. MODULATION OF THE VOICE. 

*^ To modulate signifies to form sound to a certain key 
9r to a certain note." 

A proper modulation of the voice in speaking and reading 
requires a ready command 'of all its powers in relation to 
quality J force^ time and pitch. 

You may assume any degree of the natural scale (No. 1, 
7! /) within the compass of the voice, for the key, and mod- 
ulate or vary it from this key note, to suit the accented syl- 
lables and emphatic words, and all the nice shades of thought. 

Pronounce the words on the 73d page from No. 12 to 15^ 
and modulate the voice so that the middle syllable shall be 
one degree above the first and last, thus, 

FIRST EXAMPLE OF MODULATION. 

i i i 

Keij note. Sal vate, sol tude, nav gate. 

SECOND EXAMPLE. 

i i i 

Key note. Sal sol nar 

vate, tude, gate. 

THIRD EXAMPLE. 

sol tarn 

Key note. Con i con i 

date, nate. 

FOURTH EXAMPLE. 

ble? Interrogation, 
ma 
es ti 
Key note. In es ti ma ble. Monotone^ 
es ti 

ma 

ble. A proper cadence. 
^^A cadence is a fall of the voice at the end of a sentence." 
Every sentence does not close with a cadence or falling 
movement, but either rising or falling according to the 
sense; which any one may observe by noticing the best 
speakers and readers, or the natural voice. 
8 



86 



SOCIAL LESSONS, NO. L 



239. 



THE SCHOLAR'S 



1 


2 


3 


4 


5 


Shuu iShut 


Shove 


Chud 


Chuff 


to avoid 


to close 


to push 


to champ 


a coarse. 


Shuns 


Shutter 


Shovel-cr-8 


to bite 


fat headed 


Shunnest 


Shuttle 


Shovelboard 


9 


clown. 


Shunneth 


Shuttlecock 


Shovelard 


Justify 


Chnffily 


Shunned 


Windowshutter 


a bird 


Juaily-ness 


surlily 


Shunning 


Shut the door 


Fire shovel 


Justice 


Chuftiness 


Shunner 


Shut your hand Iron shevel 


Injustice 


c/f,w>,ishntss 


Shunless 


I shut him up 


Shove the boat 


Unjustifiable 


Chuffy 


Nation 


It shuts by 


Shove the cart 


Rejadge, &c 


blunt, fat 



As soon as a child can make the letters I would have him 
commence writing words. Let the words be taken in reg- 
ular order from the tables, commencing at No. 1, 198, that 
are within the ruled lines. At first set the top line in a 
good fair hand, and let kim copy the same word. Tell him 
the meaning and use of the word, and let him have no other 
spelling lesson until the whole thousand words with all their 
derivations are well understood. Older scholars that can 
write well, might have a portion of each day for this lesson. 
From their dictionaries they might select the derivations, 
and write them like the example above. Or the derivations 
might be prepared by the teacher or one of the scholars, 
and written upon the black board, from which the whole 
class might copy them, first on the slate, and then inta 
the word book. I have had some classes manifest great in- 
terest in writing their word books in this way. 

Some words in the tables referred to above will be found 
to be of little use; let the columns where they occur be left 
blank, to be filled with more important words, as in the ex- 
ample above. No. 4 and 6, are not important words, or 
have not derivations to fill the space, leaving room to insert 
some derivations from No. 9, which are words that should 
be well understood. It will be found upon trial that very 
small children will delight in the study of words in this way, 
but one thing must be observed; not to require too much at 
first. Five radical words with their derivations would be 
quite enough, until the mind becomes firmly fixed upon the 
lesson. While writing the first hundred let all the preced- 
ing words be repeated each day: the same course should be 



SOCIAL LESSONS NO. 1. 



87 



WORD BOOK. 
8 



Cbuua 


Chub 


Chuck 


Judge 


Jut 


a chamber 


a river 


to make a 


to decide; 


to project 


fellow 


fish, the 


noise like 


one who 


beyond the 


They were 


chevin 


a hen; to 


can discern 


main body 


merry chams 


Chubbed 


laugh; a 


truth 


Jutty 


9 


big headed 


pat under 


Judger-ing 


a kind of 


Judicia/- 


Chubby 


the chin 


meiit'hall' 


pier 


cious-Zy- 


Chubfaced 


Chuckle 


seat-day 


Jut-window 


ness. Just 


having a 


to fondle 


Misjudge 


ex tending 


Unjust 


fat face 


'Jhuckfarthiag 


Prejudge 


from a 


No. 4. 






Ne. 6. 


building _j 



pursued with the second hundred, and the first hundred be 
repeated once or twice in a week. A mutual examination 
of the word book makes a very profitable exercise. Suppose 
you have a class often, let No. 10 give his book to No. 1, 
No. 9 give his book to No. 10, No. 8 to No. 9, No. 7 to 
No. 8, and so on, then let the faults m penmanship^ orthog^ 
raphy, &c. be noticed; let the words be spelled and defined, 
and sentences be made from them thus: Frank you must 
shun bad examples. Shut your books boys. Do not shove 
me off the seat, James, This would be learning language 
methodically and pleasantly. 

After the first hundred words are learned, I woul.l by 
all means indulge pupils in making Associations with the 
words of the second hundred, &(i. Every association they 
make must be a mental exercise; and to make a proper as- 
sociation they must know the meaning of the words used for 
that purpose. 

EXAMPLE OF ASSOCIATION. 

The first word is shun. In the second hundred the first 
word is sheath or sheathe. 

How can we shun the evil of unsheathing the sword? 

In making Associations use any form of the word you 
please. 

When the third table is commenced, associate the three 
words thus: shun , sheathe ^ chaise. 

He SHUNNED US bccttuse toe carried a sti^ord-SHEATH in 

the CHAISE. 

It may^be known in which hundred a word belongs by the 
vowel sound. 



88 



SOCIAL LESSONS, NO. 1. 



239. A series of Sentences in which each vowel sound 
comes before every consonant sound^ except the 1 ith and V2th. 
Theij are to he read with nice attention to articulation and 
VARIETY of voice. The capitals and points are design- 
edly omitted. 



under the M-sA-er's care 1 

being s-w-c/i as I like 2 

go with u-s there now 3 

so qu-o-tk the hx 4 

now u-n lock doors 5 

the h-M-/ totters 6 

how ro'ti'gh it is 7 

the r-w-m kills them 8 

now T'U'b it smooth 9 

what a h-U'ck he is 



what a confu-s-to-n here 
he is ^yu-dge there 
see that {-u-zz upon it 
I thought of O'th-er themes 
now he l-w-//-s to repose 
his C'U'd i'^ soft 
he is C'O-v-enng it 
I'll come up witii him 
her wing h u-ng dangling 
misers h-u-g their gold 



The second Vowel sound before each Consonant sound. 



I w-i-s/i so too 1 
a W'i'tch she was 2 

that wh-i-s-tle again 3 

I w-i-the the fence 4 

.1 W'i-n the heart 5 

a \Y-i-t they hate 6 

a wh-i-^'he smokes 7 

that wh-i-m they had 8 

a T'i'b he cooked 9 

the W'i'ck they light 



I am at 1-ei-s-ure now 
a long s-ie-ge truly 

he s-ee-s all of us 
now sh-ea-the the sword 
the live ee-l is limber 
he did a d-ee-d delightful 
every e-ve 1 sing 
keep w-66-p-ing Peter 
I'm s-ee-ing them 
it fat-i-g'-ues me 



The third Vowel sound before each Consonant sound. 

all Q-e-sh decays 1 see the a-z-ure sky 

the wr-e-tch killed it 2 hand a eft-air John 

the w-e-s-t and east 3 he pr-ay-s with spirit 

he \ov-e-th our nation 4 now m-ay th.ey do it so 

send the e-n-d of it 5 this fine a-le he sent me 

you fr-e-t too much 6 will you ai-d me in this 

what e-;^-ect has it 7 the w-a-^-c-of the sea 

now rem-e-?w-ber well 8 he is a-p-ish enough 

how it e-bb'S & flows 9 he is w-eigh-^ng it out 

this is e-a?-tra fine that is a g-ood fellow 



SOCIAL LESSONS, NO. 1. 89 

The fourth Vowel sound before each Consonant souTid. 



the s-a-sh shatters 1 do as you would 

they m-a-tch well 2 doct be a-g-itated so 

the 1-a-ss says so 3 I do as he does now 

he h-a-th done it 4 I r-a-th-er do it 

I had a-n apple 5 I sh-a-ll do it then 

I ate a-t Ann's 6 I have a-dd-ed them 

it w-a-f-ts me o'er 7 ye h-a-v-Q violated it 

he says I a-m to do it 8 ye h-a-pp-ified them 

he was a-6-sent then 9 the h-a-ng^ing nests 

do not a-c-t so dear an old h-a-g came along^ 

The fifth Vowel sound before each Consonant sound, 

my p-a sA-ows him 1 our m-a '5, ye shall 

my p-a cA-eers him 2 our m-a,*/-ane, is here 

my p-a s-ees him 3 our m-a-'s house is here 

my p-a fA-inks of me 4 our m-a th-en told her 

my p-a n-amed him 5 our m-a Z-oves her 

my p-a /-ells him 6 our m-a d-id it for her 

my p-a/-eeds him 7 our m-a r-eiled her 

my p-a )7i-eans him 8 our m-a p-itied her 

my p-a 6-oughthim 9 that m-a hig again! 

my p-a c-aught him our m-a g--reeted her 

The sixth Vowel sound before each Consonant sound. 



how w-ash yours 1 where w-a-s yours before 
how w-a-fcA-ed he 2 where the Ua-w he fulfilled 
how w-ast thou then 3 where he awes him often 
how wr-o-/A he was 4 they awe th-em now 

how w-a-w he was 5 here the l-aw-n one knew 
how! w-o-/ye not then 6 has he wr-ou-ght it since 
how S'O-f't it was 7 where I s-aw T-irtuous Jane 
how o-w-nipotent 8 where p-aw-p-ers are 
how o-6-jectionable9 he was p-aw-^ng sometimes 
how his O'X did pull where he s-ait'-g'-old once 
8* 



90 SOCIAL LESSONS, NO. 1 

The seventh Vowel sound before each Consonant sound. 



for s-o 
why so 
why did the so 
why take an oa 
why will no- 
why will the to-i 
why! So- 
why so 
why so so 
why so 



s-he said 
c/iarming 
ciety do it 
th then 
•ne name it 
/al come so 
•p/iia, t!o so! 
many of us 
-6er Boles 
careless 



1 beneath the o 

2 now shoiv 

3 now he shoiv- 

4 now they owe 

5 now ro- 

6 now the doe 

7 xiow the CO 

8 now I ho- 

9 now he's ho- 
now the ro 



-s-ier willow 
George a little 
s^them well 
Ih^m more 
// them over 
rfove down 
■ve comes 
pe you'll do it 
-'ng- the corn 
gue goes off 



Tlie eighth Vowel sound before each Consonant sound. 



( 

he ought to 
he ought to 
he ought to 
his old too- 
he ought to 
he ought to 
he ought to 
he ought to 
he ought to 
he ought to 



sAow them 1 
choose them 2 
soothe them 3 
'ih was loose 4 
noon them 5 
toinh them 6 
/ool them 7 
move them 8 
6oothe them 9 
cook them 



< 

bring who-se ye will 
bring two James said 
bring whose did ye say? 
bring the soo-f/iing balm 
bring the foo-/ to shame 
bring the {oo-d soon 
bring the too t?ain to repent 
bring the &ho-p to mooring 
melt the tivo-ingots 
bring tivo good things 



The ninth Vowel sound before each Consonant sound. 



) 



) 



1 

2 
3 
4 



your ewe she used 

your cue c/iarmed us 

your excuse is good 

but hiv think of it 

you kneiv none of us 

your tu-toT used it 

but kwfee] so now 

you assit-me too much 8 

your cu-be does well 9 

the Du'ke used it 



6 

7 



what a confa- 

what a hw 

what! refw- 

but few 

your vu- 

your due 

your creiu 

your pw- 

your sue- 

your gew- 



sion here 
ge chain 
se to do it 
thdit used it 
le is to do it 
ddiiXy claims it 
t-alues its use 
-pils purify it 
'ng* him did it 
■g-aws gain it 



X 



SOCIAL LESSONS, NO. 1. 91 

The tenth Voivel sound before each Consonant sound, 

o o 

here she is 1 is it her-s ye want 

go to chur-c/i with her 2 I won't ur-^e him now 

she nur-ses her 3 I think he err-s very much 

think of the e^r-ih then 4 I go fur-ther than he 

I will ear-?i it then 5 now unfur-/ the sails 

do not hiir-t him 6 we all hear-d him say so 

lay th?^ tur-f round 7 now cur-ve it a little 

how fir-m it is * 8 this mur-wiurer's term 

he must be cur-bed in 9 he is fi?^-'ng the house 

beauties of Kir-ke White you sir gave it to me 

241. DIRECTIONS AND QUESTIONS. 

Mention some of the prefixes. Some of the affixes. What 
is a prefix? 228. What is an affix? What is the use of 
affixes? 23!. What is inflection of words? 234. What 
are words? 235. LiSt the teacher direct as he pleases in 
the rules of Spellings What may all the words derived from 
the same root or radical be called? 236. Mention some 
words derived from duct and duce, from ject^ jitrcy rupt^ 
scribe^ ceptjform. What do you understand by modulation^ 
238. Pronounce the examples given and others of your own 
selecting. Describe trie manner in which the Word-book is 
to be used. Give other examples of association. Read 
the ♦examples 240. I wish you to make some tables, in 
which each vowel sound shall come after every consonant, 

** All nature is but art unknown to thee; 

All chance direction whicJi thou can;^t not see; 

All disicori, harmony not understood; 

All patrial evil, universal good. 

And spite of pride, in erring reason's spite, 

On« truth is clear, Whatever is, is n'g/if." 



SOCIAL LESSONS, NO. 2. 

Of the Main Principles of Language and Parts of Speech 
1. FIRST MAIN PRINCIPLE. 
EVERY THING MUST HAVE A NAME. 

2. — 1. Mary, we have two kinds of names. 

3. — 2. I have noticed that. The same name maj stand 
for a whole race of animals, or kind of objects, or for a sin- 
gle being or thing. 

4. — 1. Please give a few examples. 

6, — 2 Beings, spirits, man, beast, fish. — Common names. ") 
William, John, Maine, Boston. -- Proper names. J 

6. — 1. The name, animal, is common to all creatures that 
breathe. The name, man, is common to the whole race of 
human beings, or to any person of the male kind. The name, 
brute, is common to all animals except man. The name, 
fowl, is common to all animals that have wmgs, and claws, a 
bill and feathers. Be so good as to give several examples 
of proper names or nouns. No. i2, 73. 

7. — 2. Benjamin, James, George, Charles. ^ Masculine gander, 
Caroline, Elizabeth, Mary, Maria. > Feminine geudfer. 
Providence, Hartford, New- York. ) Neuter gender. 

8. — 1. Now, if you please, I will hear some examples of 
common names or nouns. No. 2, 5. 

9. — 2. Man, gentleman, master, boy, lad. \ Masculine gender. 



^ 



Woman, lady, niistiess, girl, sister. ( ^eminine gender, 
People, folks, company, children. ^ ComaioB gender. 
Knife, handle, blade, spring, edge. J iNeuter gender. 

10. — 1. Any one must see a great convenience in having 
words to denote the different sexes, as well as words that 
will apply to either. Mention other names: some that will 
signify one of a kind, and some that will signify more than 
one. 

11. — 2. Book, essay, muff, watch, wish, cargo. ) Singular number. 
Books, essays, muffs, watches, wishes i Plural number. 

12. — 1 Mary, I wish you would uo^ be quite so particu- 
lar to select such hard names, by and by we can better at- 
tend to these nice distinctions. Please try again. 



SOCIAL LESSONSy NO. 2. 9^ 

18. — 2. Tree, root, trunk, body, limb, branch, ") One. 

Trees, roots, trunks, bodies, iiu^bs. 3 ^^'oic than one. 

14. — I. That will do better. Mention the parts of a 
clock in the singular and plural number, the parts of a house, 
of a garden, the things that grow in a garden. Mention 
the names of some of the parts and places of a city or town, 
the names of some things seen in the market, in the street, 
in ?. hard-ware store, in a jeweller's shop or store, in a tai- 
lor's shop, in a fancy store. 

15. SECOND MAIN PRINCIPLE. 

EVERY OBJECT HAS PROPERTIES OR QUALITIES. 

Here is an apple, mention some of its qualities. 

16. — 2. Large, great, smooth, soft, tender, white, light, \ Adjec- 
sraall, little, rough, hard, tough, red, heavy. ) lives. 

17. — 1. Qualify a pen, a peach, a quince, an orange? 
lemon, squash, cucumber, watermelon, muskmelon, bean? 
wasp, fly, dog, house, fish, eel^ snake. 

18. THIRD MAIN PRINCIPLE. 

EVERY THING IS, HAS, AND DOES. 

19. I will place the book on the table. Can that book 
move itself .^ It merely remains, stays, exists: it is.' Strike 
your hand against it. There! now ivhat ivas done? The 
book teas moved by the knock of your hand; and of course 
you or the power of your arm icas the cause. Thou didst 
move the book! What else canst thou move? 

20. The pen is. The pencil is. The brush is. J is ^ 

The pen has powers .The pencil has. The brash has > has. > Verbs. 
The pen does it. The pencil dues it. The brush does, j does. ) 

21. Be,- have, do. }^ y ,^ C Present tense or time. 
Was, bad, did. > ** c ^^^^ tens(^ or time. 

Being, having, doing. ) Present participles, i Derivpd frora 
Been, had, done. 5 Pertect Participles. { verbs. 

I would, as far as possible, keep the scholar's mind fixed 
upon objects, rather than words. No. 2, 134. Let it be the 
aim of the teacher to enlighten the mind of the young pupil, 
rather than to load it with technical terms that cannot reach 
the understanding, No. 3, 22, 



94 



SOCIAL LESSONS, NO. 2. 



22. AUXILIARY VERBS. 

1 Could, implies power, 

2 Might, liberty, possibility. 

3 Would, willingness, inclination, determination. 

4 Should, necessity, obligation. 

5 Did. 



6 Do. 

7 Shall, similar to No. 4. 

8 Will, 3. 

9 May, 2. 

10 Can, 1. 

11 Must, implies obligation. 



No. 3, 66, 73. 
No. 4, 11. 



23. We can make three Conjugations by the union of 
the auxiliaries and the verb to be, to have, and to do. 

1st conjugation. 2d conjugation. 3d conjugation. 



1 


could be. 


1 


could have. 


1 


could do. 


2 


might be. 


2 


might have. 


2 


might do. 


3 


would be. 


3 


would have. 


13 


would do. 


4 


should be. 


4 


should have. 


4 


should do. 


5 


was. 


5 


had. 


5 


did. 


6 


am. 


6 


have. 


6 


do. 


1 


shall be. 


7 


sball have. 


7 


shall do. 


8 


will be. 


8 


will have. 


8 


will do. 


9 


may be. 


9 


may have. 


9 


may do. 


10 


can be. 


10 


can have . 


10 


can do. 


11 


must be. 


11 


must have. 


11 


must d©. 


24. 


Recite the 











PERSONAL PRONOUNS. 

1st per, singular. I my mine me 

2d per. plural. We our curs us 

2d per. singular. Thou thy thine thee 

2d per. plural. Ye your yours you 

3d per. singular. He his his him 

3d per. singular. She her hers her 

3d per. singular. It its it 

3d per. plural. They their theirs them themselves. Coran. 

These words are used instead of nouns. 



myself 


J 


ourselves 


f Comme* 


thyself 


( gend«r. 


yourselves 


J 


himself. 


Mas. ) 


herself. 


Fem. f Gem 


itself 


Neuter. ( dfiFc 



80CL4L LESSONS, NO. 2. 



95 



26. First person denotes the person speaking. 
Second person denotes the person spoken to. 
Third person denotes the person spoken of. 

1st 2d, 3d. 

I speak to thee about him. 

26. — 1. Mary, what did you do to the book just now? 

Subject. AflSrmation. Predicate. 

f7. — 2, Proposition. I moved the book. Simple sentence , 

Agent. Verb. Object. 

28. — 1 You may make some simple sentences by asso- 
eiatihg the pen with the pronouns. 

AN EXERCISE UPON THE PERSONAIi PRONOUNS. 

29 — 2. T own this pen. It is my pen- It is mine. It belongs lo me, for I bought it myself. 
We 
Thou 
Ye 
He 
She 
Ii 
They 



our 


ours 


ihf 


thine 


your 


yours 


his 


his 


her 


hers 



their 



theirs 



).— 1. Now write the same lesson interrog-atitely. 



We 

Thou 

Ye 

He 

She 

It 

Tkey 



our 


ours 


thy 


thine 


your 


yours 


his 


his 


her 


hers 



US 


we ourselves- 


tbee 


thou tbyself- 


you 


ye yourselTei 


him 


he himself. 


her 


she herself. 


it 


it itself. 


them 


they themselves 


to me? Did I buy it mrself? 


us 


we ourselves? 


ti:ee 


thou thyself? 


you 


ye vourselves? 


him 


he himsem 


her 


she herself? 


it 


it itself? 


them 


tLey themselves? 



32. — 1. What word can you insert instead of the word, this? what 
instead of pen? what instead of belong? what instead of buy? Please 
•onjugate the first sentence iu the 29th lesson. 



S3. — 2. 1 I could own this pen. 1 

2 might it 2 

3 Would Read we, 3 

4 should instead of 1. 4 

5 did A^ow ye, 5 

6 do JSTow they, 6 

7 shall How many 7 

8 will simple sen- 8 

9 may tences in 9 

10 can this lesson, 10 

11 must JVa27. 11 



Thou couldst own this pen. 
mightst it 
wouldst Which word 
shoHldst is the agent? 



didst 

dost 

sbalt 

wilt 

xuayst 

canst 

must 



which the ob^ 

jectl 

Emphasise 
the subject 9 
the affirma- 
tion, the 

predicate. 



34. — 1. 1 It could be my pen. 1 

2 ipigbt be mine. 2 

3 \^ou1d be 3 

4 should be 4 



It could be mine. 
DTiight be my pen. 
would be 
should be. 



SG SOCIAL LESSONS, NO. 2. 

35 — 1. What have you in your hand^ Mary? 

36. — 2, An apple, sir. 

37. — 1. What kind of an apple is it? 

38. — 2. It is a sweet apple, large, red, tender, juicy. 

39. — 1. Hoiv sweet is it? 

40. — 2. It is very sweet, pretty sweet, quite sweet. 

41. — 1. What is John doing? 

42.-- 2. He is writing, looking, moving, thinking. 

43. — 1. How does he write? 

44. — 2. He writes well, neatly, elegantly, beautifully. 

45. — 1. How ivell does he write? 

46. — 2. He writes very well, sir, uncommonly correct. 

47. — 1. What else is very sweet besides the apple? 

What else can John do vei^y well besides write? 

48. How much sugar did your pa purchase? 

49. — 2. Ttventy pounds J or a box of it, a large quantity. 

50. — L How many yards of silk did he buy? 

5L — 2. Two or three yards, a few yards, several yards. 

52. — 1. Mention the first main principle of Language, 
No. 2, 1. What is the second? No. 15. What is the 
third? No. 18. 

54 FOURTH MALN PRINCIPLE. 

OBJECTS HAVE DIFFERENT DEGREES OF QUALITY, AND DIF- 
FERENT MANNER OF BEING, HAVING, AND DOING. 

C These are ^ood apples. Pos. J degree. 

How good? < Th<-se are better apples than those. Compr. > ^o. 2, 
C '1 hese are the best in town. Super. 3 16. 

55. r It does wsll. ^ - C P^^'tJ^e. J ^ 

Ho»v wel ? / Tt does h(ttt r than that- > i < Cori.parative. > j^ ^^^ '137 
(It does the 6es^ of any 3 .^(Superlative. ^ ' ' 

56. r A pouTid, f bushel, a gallon, a cord. J Qnantitv 
How much? < 7wo pounds, two bushels, two gallons. V ,,^J « ?« 

(Some, a part, a iittle, the whole. j^ ' ' 

57. rOne, two three, four, five, six, seven. J> tv ^^hej. 
How many? < ^ few, several, a n uit tude, a legimeiit. / tvq 3 1*5 

( Every one, each, all, none. 5 ' ' ' 



SOCIAL LESSONS, NO. 2. 
i8. FIFTH MAIN PRINCIPLE. 



t? 



AN OBJECT MUST OCCUPY SPACE OR PLACE, EITHER TO BE, 
TO HATEj OR TO DO. 



f Somewhere. 
I Anywhere, 
Where? Here. There. ^ Aowhere. 

I Everywhere. 
[ Elsewhere. 



Relatives of place. 

' No. 5, 74. 



59. SIXTH MAIN PRINCIPLE. 

EVERY ACTION REQUIRES SOME TIME. 



When? Now. Then. ^ 



1 Before that time. 

2 Until that time. 

3 When it is or was. 

4 While it is doing. 

5 After that time. 

6 Since that time. 



Relatives of 
time. 



SEVENTH MAIN PRINCIPLE. 

ACTIONS MUST BE REASONABLE OR UNREASONABLE. 

Why? Because. Therefore. Wherefore. For. Relatives of Reason- 
60. EIGHTH MAIN PRINCIPLE. 

EVERY SENTENCE MUST BE EXPRESSED AFFIRMATIVELY 
OR NEGATIVELY, 

61. I could be, I could have, I could do. Affirmation, 
I could not be, I could not have, I could not do. Negation. 

62. NINTH MABV PRINCIPLE. 

EVERY DECLARATIVE SENTENCE M;AY BE CHANGED TO AN 
INTERROGATIVE ONE, EITHER BY CHANGING THE POSI- 
TION ©F THE WORDS OR BY THE SLIDES OF THE VOICE. 

63. I could be writing. Declarative sentence. 
I could be writing ? Question by sliding the voice upwards. 
Could I be writing? Question by changing the position of the agent 
;I could not be writing. ^ 
I could not be writing? V Negative sentences* 
.Could not I be writing ? ) 



9« SOCIAL LESSONS, NO. 21. 

64. TENTH BIAIN PRINCIPLE. 

EVERY SENTENCE MUST EXPRESS CERTAINTY oA UNCERTAIN- 
TY, BE EXPRESSED CONDITIONALLY OR UNCONDITIONALLY. 

65. I could have been writing. Certainty. 

Perhaps I could have been writing. Uncertainty, 
Were it necessary I would write. Condition. 

66. — 1. Mary, you know that children are directed to do 
this, that, and the other, by their parents and masters. Do 
you ever command your parents to do things for you.^ 

67. — 2. I ask them to assist me. They command me to 
do many things for ^feem and for myself, and others. 

C sweep the floor. ^ impera. 

68. My mother said to me, Mary, < wash the cups. \ J^;x 

( dress the children ) 

69. I swept the floor and washed the cups. ^ indicative mooj. 

70. This cup will break if I let it fall. > Subjunctive uood. 

71. I ought to work J to seiv, to knity to study. ) infinitive mood. 

72, — 1. A pen is a pen Identical Proposition. No. 1, 118 
A pen is elastick. Instructive Proposition. 

QUESTIONS AND DIRECTIONS. 

I'S. Repeat the main principles of Language. How ma- 
nf kinds of names have we? No. 2, 2. Give me some ex- 
simples of common names, of proper names. What are 
names called? 5. To what is the name animal common? 
Give examples of proper names denoting masculine gender, 
feminine gender, neuter. 7. Now common names of the 
masculine gender, feminine, common gender, neuter. How 
many genders have words? Name them. 9. What gender 
is man? woman? people? knife? Give examples of nouns 
that will mean one of a kind ? Now some that will signify 
more than one. 1 1. When is a name in the singular num- 
ber? When it means one. 13. When the name means more 
than one in what number is it? Tell me some of the ways of 
forming the plural number from the singular. 11, 

74, What are those words called that are used instead 
of nouns? 24. Kecite the personal pronouns. Now those 
ili the first person singular, first person plural. Second per- 



»3CIAL LESSONS, NO. 2. 99^ 

son singular, plural; third person singular, masculine gen- 
der, third person singular, feminine, third person singular, 
neuter, third person plural, masculine, feminine and neuter. 
What does the first person denote? second? third? 25. 
Give examples of sentences in the first person singular, first 
person plural, second person singular, second person plural, 
third person singular, masculine gender, feminine, neuter, 
third person plural. When you say, I walk, I am, I jump, 
which word is the agent? 27. When you say, I strike a 
boy, I strike a girl, I strike a dog, which word is the verb ? 
When you say, I strike a boy, I thump a boy, I knock a boy, 
which word is object? When you say, that house is my prop- 
erty, that is my barn, that is my horse, which word denotes 
possession? What do you mean when you say, that horse is. 
mine, that house is mine, all these things are mine? (I mean 
the same as if I should say, that house is my house.) 

75. What is the second main principle of language ? No. 
2, 15. What do you call those words joined to nouns to ex- 
press the qualities of objects? 16. No. 3, 4. Give me some 
examples in the positive degree. 55. In the comparative, 
in the superlative. Have you noticed how the comparative 
is generally formed from the positive ? Compare some object 
that is a male with a female. (Women are more beautifiil 
than men.) Compare the first person singular with the sec- 
ond person singular. (I am richer than thou, I am prouder 
than thou, &c.) Art thou better than I? Art thou happier 
than I? How can you make other comparisons of the pro- 
nouns? Now compare some things of the neuter gender, 
making use of pronouns that imply possession. (My gown is 
handsomer than thine. Mj gown is handsomer than your 
bonnet.) What two things are compared? What word is- 
used to compare them? What part of speech is it? In what 
degree of comparison is the adjective ? Give me some exam- 
ples now in the superlative degree. (I picked the best rose 
on the bush, the best apple on the tree, the best watermelon 
on the vine.) What else could you pick from a vine? 

76 What is the third main principle of language ? 18. 
What do you call those words that express being, having, or 
doing? 20. Give some example of the simple being of some 
objects, in the singular number. (The pen is. 20.) Now 
^Uiral. (The pens are.) Now in past time, singular Bum- 



too SOCIAL LESSONS, NO. 2. 

ber. Now plural. 21. When you saj the pens were, whicli 
word is agent? Is it singular or plural? Does the verb re- 
late to present, past, or future time? Give some example of 
future time. (I shall be.) What or who else shall be? 

77. Repeat the auxiliaries 22. What does couldy im- 
ply? Tell me what thou couldst be. What thou couldst 
have. What thou couldst do. Who else could be, have, 
and do the same? What do you mean when you say, *^ I 
eould knit?" What couldst thou not be, have, or do? (I 
could not be a tree,) <Src. 

78. What is the second auxiliary? What does it imply? 
Have you not power to do many things which you have not 
liberty to do? Who gives you liberty to do acts? What did 
your parents tell you that you might be, have, or do? (They 
said I might be a monitor.) What else? (That I might have 
a new frock. That I might learm to sing.) What other 
auxiliary means the same as might? Tell me what scholars 
may be, do, or have. What may teachers do, parents, doc- 
tors, ministers, &c ? 

79. What is the third auxiliary? What does it imply? 
Tell me what you are willing to be, or would be. What 
would you have'^ What would you have loved? What would 
you have hated? eaten? drunken? heard? seen? smelled? 
tasted? felt? From what are these words derived that follow 
have? 21. What are they called? 21. What wouldst 
thou have been? (I would have been a teacher.) How 
wouldst thou have been? (I would have been more studious.) 
When wouldst thou have been? When wouldst thou have 
been there? What wouldst thou have been doing? (I would 
have been writing.) , What dost thou mean when thou dost 
say so? (I intimate my wish, desire, inclination, pleas- 
ure of doing.) What do I mean when I say, " James said 
he would go therein spite of him?" Give examples like this: 
I thought he would come yesterday. Like this: I think he 
will come tomorrow 

80. What is the fourth auxiliary? What does it imply? 
What is the mate to it? What is its number? Give exam- 
ples, and associate with it the articles and defining adjec- 
tives No, 3, 19. (Every one should be honest.) That 
mdiYi should be goT«rn6r, (of what?) My nephew should go 



SOCIAL LESSONS, NO 2. 101 

somewhere, (where?) Of which gender is the word nephew? 
What does the word my implj? Tell me what a little boy 
should not do, a little girl, a little do^. Tell me what a 
teacher should not do, a doctor, a farmer, a merchant, a 
teamster, a miller. Make some sentences like this: What 
should I do, father, if not that? (if not what?) Now like 
this: How should I do it, or have done it? Now, where, 
when, why, or wherefore? I shall tell you more, and you 
shall attend to it. 

81. How many conjugations can we make? 23. How 
are they made? Repeat the first conjugation. What verb 
is joined with the auxiliaries here ? Recite the second conju- 
gation. What verb in this? The third. What verb in this? 
In the first you can use only the verb, be. In the second, 
only the verb, have; but in the third, you can conjugate al- 
most every verb except the verb, be. Now I ask what could 
be? Your answer must take the place of what? (A house 
could be.) Conjugate it. Is your agent singular or plural? 
In which person is it? What else could bel Conjugate in 
the first person singular. 33. (Let the teacher assist the 
very young pupil here.) First person plural, second person 
singular. Spell the auxiliaries in the second person singu- 
lar. 33. You can say the house could be buildingy and the 
house could be built From what are building and built de- 
rived? 21. What do you call such words? 21. What else 
besides the house could be built? What else could be done 
to the house ? (It could be formed, raised,) what else ? 

82. Recite the second conjugation. What is the second 
main principle of language ? What has a tree ? {Li has roots. 
It has a trunk or body.) Conjugate the last sentence* 
What more has a tree? (It has limbs, &c. &c.) Has a 
tree ever done any adionsl (It has grown. It has borne 
fruit. It has shaded us.) Conjugate the last sentence. 
What must have shaded us? What participle follows have? 
The present or perfect? From what verb is the word shaded 
derived? What is the present participle of shade? Form 
some sentences from this text: "The scholars have been 
happy." First tell me what, which, or hoiv many scholars 
have been happy. 57. No. 3, 19. Now tell me who else 
besides " scholars" have been happy. (Here the teacher 
may direct the pupil to mention names, first in the singular 

9* 



102 SOCIAL LESSONiS, NO. ± 

number, of different genders, then in the plural.) Conjugate 
the text Which word is agent? In what other condition 
may we suppose the scholars to have been ? (They^iave been 
unhappy, &c. &c.) Where? when, or how often? Why or 
wherefore? Now from this text: ''They have been moni- 
tors." What else may we suppose scholars to have been? 
(They might have been assistants, <Src.) Suppose you take 
the word *' teachers" for agent. What could they have 
been? The word mistress, gentleman, merchant. If the 
gentleman had been a merchant, " what must he have been 
doing?" (He must have been buying and selling, reckoning 
and writing, &c.) Buying what? Selling what? Trusting 
whom? Settling with whom? Dunning whom? Trading with 
whom? What participle follows the participle, been, in this 
i^^i} " What must he have been doingV^ Form some sen- 
tences like this: " The goods have been bought, sold, used." 
W^hat goods? (Cloth has been bought.) By whom? (The 
teacher should frequently ask which word is agent. What 
number? person? gender? 

83. Recite the third conjugation. 23. What verb is join- 
ed with the auxiliaries in the third? I ask, '' What does it?" 
The agent must take the place of '^ what," this, A knife 
does it. What else might do it? A knife or any thing else 
does ivhat to it? The answer now must take the place of the 
verb, does. '^ A knih cuts it." Now comes another ques- 
tion: The knife cuts what"? 
The knife cuts a pen. 

What else might cut a pen besides a knife? By what means? 
How many knives? What other words can you substitute in- 
stead of the verb, cut? What else beside a pen could you 
cut with a knife? How could you cut a pen? (smoothly.) 
Where? When? \Vhy? W^hat does the sun do? the air? 
rain? snow? rivers? lakes? What does a wagon? a ship? 

84. — 2. To amuse myself, sir, I have written some exer- 
cises upon the auxiliaries, for the benefit of little Jane, and 
with your leave I will read them. Read what? 

85. ~1. I will hear you. I hope you have something in- 
teresting and easy for a little child to understand. Read 
in a natural voice. 



gOCIAL LESSONS, NO. 2. 103 

POWER. 

86. — 2, Cariy canst, could, couldst, 

Jane, you can do many things. You can smile You 
can laugh. Yon ccin cry. You can move your hands, your 
fingers, head, eyes, and lips. You can hear, see, smell, 
taste, feel, and think. You can walk, run, come and go. 
You can sit in a chair, take hold of the table, open and shut 
the door, hang up the brush and broom, and a great many 
acts, more than I can mention. 

^ Ma, said little Jane, can I go and play? Her ma said 
she could. So Jane was going to play, thinking that her 
ma had given her liberty^ she did not ask if she might go, but 
said she, "ca?i I go," which means just as if she had said: — 
'' Have I power to go." We have poiver to do many things 
that we have not liberty to do. Jane has power to break 
the dishes, but she has not liberty. She could throw her 
bonnet into the fire, but her ma never gave her liberty to do 
such things. 

Now, said Jane to her pa, who had just come in, hear me 
tell what I can do. I can say the vowels, soft and loud^ 
in a high or low voice, in quick time or slow time. I can 
slide the voice upwards or downwards. I can unite each 
vowel with each consonant, each vowel with each vowel, and 
that will make the diphthongs you know, pa. I can spell a 
great many words too, all the personal pronouns, the auxil- 
iaries, could, couldsl, might, mightst, would, wouldst, should, 
shouldst; was were, wast, wert; be, am, are, art, is; had, 
hadst, have, hast, has, hath; did, didst, do, dost, doest, doth, 
doeth; shall, shalt, will, wilt, may mayst, can, canst, must. 
I can make a great many sentences, like these; I can hear 
what pa says, what ma says^ what brother says, what sister 
says, what grand-pa says, and what grand-ma says. I can 
hear the birds sing and frogs peep, and can hear the hens 
and cats, and dogs, and wagons, and bells, the wind, the 
thunder, and rain. Now pa, do you wish to have me tell 
what I can see, and smell and taste am] feel. — O! you coidd 
not wait to hear me tell half the sentences, that I can make. 
I asked ma, if I could go and play, and she said that I could, 
but she said that was not getting liberty. Can I go now 
pa } You mean to ask if you may go. Having power to go, 
and getting liberty, are quite different. Well may I go^ pa r 
you may go if you can. 



104 SOCIAL LESSONS, NO. % 

LIBERTY, POSSIBILITY. 

May^ maysty might, mightst. 

87. How came you out here, said John, who was in the 
garden, to little Jane as she carae danciijg along the walk? 
O! pa said I might come. May I stay out here with you a 
little while? Yes, just as long* time as you please. Well 
what may I do here. You may pick a rose, a liiy, and a 
pink, and as many strawberries as you want. No, saiu Jane, 
ma told me not to touch one single thing of hers in the gar- 
den, so I may not do it (do what?) Well, you may run a- 
bout and play with your kitten and look at the things. 

Little Jane knew what it was to rain, and hail, and snow; 
she had seen the red lightning, and heard the hoarse thunder, 
Said she, ma, may I go and visit Julia, to day after dinner? 
It being cloudy and her ma thinking that it might rain, did 
not tell her that she might go. If you go you may get wet, 
said her ma. It may be fair to-morrow, then I may let you 
go. It may not rain one drop to day, ma, and if it do not,, 
I do not see why I may not go! 

WILLJNGNESS, INCLINATION. DETERMINATION. 

TVill^ wilty would wouldst. 

88. What do you mean, Jane, when you say that you 
tmll be a good girl? I mean that it is my wishy my inten- 
tion to do what ma and pa say is right and what / think is 
right. I wonder why Nancy behaves as she does. Were 
I in her place, I would do I think a little better than she. 
I heard her tell her mother the other day, that she would not 
wear her old frock to school any more, and said she, I ivill 
burn it. No! I hope not, said her ma. I tvill do it, said the 
naughty girl. What did Nancy mean when she said, she 
would not wear the frock? She expressed a determination 
not to do an action. What did you mean, when you said, 
that you would do better than Nancy, had you been in her 
place? I expressed a willingness or an inclination to do an 
action. 

A boy carried his old shoes, as he thought to a good shoe- 
maker, to have new taps put on them, the man said he would 
do it. When ivill you come after them, said he to the boy. 



SOCIAL LESSONS, NO. 2. 105 

VFill you bave them done by next Monday? I will said he. 
Will you come then for them? 1 ivill. The boy went, but, 
to his great disappointment, he found that the shoes had not 
been touched, and the shoe-maker said that he would net do 
them at any rate. Why! what is the matter, you said you 
would! I would have carried them to some other shop, 
had I known this. I would that such men, who will not keep 
their word were scarce. Thou wouldst, said the man quite 
in a pet? Yes, I would! I am not inclined to have much to 
do with such men; I wnsli I was free from them, and I am 
determined to shun such examples, I will give my support 
to those who would speak the truth in any condition . 

NECESSITY, Obligation. 
Shally shall J should, shouldst. 

39. Thou shouldst obey thy parents, thou shouldst take 
care of thy clothes, thy books, and ail thy property. Why 
should I do it? Why shoiddst thou ask such a question. 
Should thou not do it, I should be ashamed to call thee sister. 
I should not care much for that. (In this last sentence shoiddy 
merely relates to time and condition.) Thou shouldst know 
better than to speak so. (Speak how?) I know it Mary, I 
only said so for talk's sake. I know I should do better than 
Nancy, and I mean to do as well as I can! you shall tell me, 
Mary, what I should do when I go abroad. No I shoukVut 
lest you should appear unnatural. 

ABSOLUTE NECESSITY. 

Must 

90. Pa, now will you hear me tell what I mws^do? I must 
open my eyes to see objects, I must give attention to what I 
hear, and see, and smell, and taste and touch to understand 
the shape, the colour the weio:ht and motion and condition of 
objects. To gain the love of my little play-mates I must be 
very kind to them, I must talk pleasantly to them, I must 
give them some of my pretty things and invite them to visit 
me And pa, I must do what you tell me, and what ma tells 
me. I must not speak a word to ma when she is talking 
with any body, to interrupt her. When I ask her for any 
thing, you know pa, she must either grant my wish or not. 



106 SOCIAL LESSONS, NO. 2 

Well, if she says, nc, or that she does not wish to let me 
have or do what I desire, I must not say that 1 toillhave it, 
or that I will do it, but I must submit to what she directs. 
And when brother John offers to teach me, I must not refuse 
to attend to what he tells me, because he is older than I, 
and knows moy^e than I, and he must not refuse to teach me, 
must he pa ? I did not tell John that he must teach you. 1 
only told him that he might do it. Well, pa, do tell him that 
he must do it. Your brother is a good little boy, and I hope 
that he will help you all he can without my telling hira that 
he must. 

91 — 1. Have you taught Jane to read these lessons? In 
what number and person is this last exercise — 90. Let me 
hear you read it in the first person plural. 

EXAMPLE. 

92 — 2. Pa, now will you hear us tell what we must do? 
We must open our eyes to see objects &c. &lc. and I can 
read it in the second person singular, thus. Pa, now 
hear me tell what thou must do, thou must open thy eyes to 
see objects &c. he. 

93 — 1 . Can you read it in the second person plural? 

EXAMPLE. 

94 — 2. Thus? Pa and ma, I will tell you what ye must 
do; ye must open your eyes to see objects; ye must give at- 
tention &c. 

95 — 1. Now read m the third person singular masculine 
gender. Now feminine. Now neuter? (A thing without life 
cannot open its eyes I Well an infant can.) Now in the third 
person plural. Read No. 86 in different persons and numbers. 
Now try some of the other lessons. (Let the teacher 
help the pupil here a little.) The child will in a short time 
in this way understand what is meant by the agent's govern- 
ing the verb, and the verb's agreeing with the agent. And 
this exercise will be found upon trial to be one of the best to 
produce a natural style of reading. 

96 — 2. I find too that I can substitute other auxiliaries 
iostead of the ones used. 



SOGUL LESSONS, KO, 2. 107 

97 — 1. Let me hear you try. In 90, substitute some 
other one instead of must. Read one that will imply power. 
Now one that will imply liberty, &,c. thus: Pa, now can you 
hear me tell what I can do. Pa, now you may hear me tell 
what I may do, &c. &c. 

98 — 1. Give me some examples of person according to 
the text. 25. Vary the third person. Of whom or what 
canst thou speak besides him? What other words can be 
substituted for the word thee ? What for I ? What does first 
person denote? Second person? Third person? For what 
are pronouns used? Recite the personal pronouns. — Speak 
them quick and forcible, thus, 

I! my! mine! me! myself! 
Now recite them in columns. 

99. Give some examples of simple sentences. 27. Affirm 
something more of thyself. What couldst thou break ? lend? 
tie} fold? wash? wet? spill? fill? Who else could do these 
acts ? Now let me hear thee deny something of thyself. Tell 
me what thou canst not break, lift, draw. Tell me what 
thou canst not 6e, what thou canst not have, 

100. Recite the 29th in a soft, low, smooth voice. Now 
a little higher and a little louder, but soft and smooth. Now 
recite 31, and observe the change in the movement of the 
Toice. To ask a question, where do you place the agent? 
(Between the auxiliary and the verb.) Now read it nega- 
tively. 

101. Answer the questions, and recite as directed in No, 
32, 33, and compose other examples like them. 

102. Read from 35 to 51, and substitute some other name 
instead of the word, apple, some other name besides John^ 
let something else be done beside writing, &c. 

103. What is the fourth main principle of language? 54, 
What are those words called that are namesl 5. What are 
those words called that express the properties or qualities of 
things? 16. W^hat are those words called that express the 
beingy having, and doing of objects? How many degrees 
have adjectives? Name them, 54. How many have ad- 
verbs? Name them. 55. Give some examples of words re- 
lating to quantity. 56. Some relating to number. 57.. What 



108 SOCIAL LESSONS, NO. ^. 

is the question relating to quantity? (How raucli?) What i« 
the question relating to number? (How many?) Give exam- 
ples of words relating to number. No. 3, 15. 

104. What is the fifth main principle of language? 58. 
What are some of the words relating to place? Can you do 
an action without occupying some place ? No. 3, 74. 

105. What is the sixth main principle? Recite the six 
principal relatives of time. Which of the six is used inter- 
rogatively? Tell me what you did before you did something 
else, or before something else wasjdone. (I studied my les- 
son before I recited. I studied my lesson before I wrote the 
letter, &c. &c.) Give examples of the word until. (I stud- 
ied until I had learned my lesson perfectly.) What other 
sentences can you make from that text? New from the third 
relative of time. 59. Now from the fourth, the fifth, the 
sixth. 

106. What is the seventh main principle? Had you good 
reason for studying the simple elements of speech? Say yes 
or no. What are some of your reasons for your doing or not 
doing it? I learned the order of them aad recited them to 
improve my voice. In this sentence, " I knocked the book,"' 
can you tell tvhy the word, I, is said to be in the nominative 
case? Can you tell why it is called a pronounl Why it is 
first person ? Why it is common gender ? WTiy it is singular 
number? Can you tell why the word knocked is called a 
verbl Why it is said to be in past tense? Can you tell why 
the word, the, is called an article? Can you tell why the 
word, book, is said to be objective case? Why it is singu-» 
iar? Why it is neuter gender? Can you tell why the sen- 
tence is called simple? (Ask your teacher.) T^/ij/ is it call- 
ed an affirmative sentence? Why do we wear more clothes in 
the winter than in the summer? Why do some people fear to 
go in the Steam-boat? Why do not all fear it? Why do 
some have better and larger houses *han others? Tell me 
what you wish to do, and the reasons for so doing. (I wish 
to go home to take some refreshment , to relieve my mind from 
study, for exercise, and that I may see and converse with 
my parents, and give sister Jane and brother John a lesson.) 
Then you have several reasons for doing one thing? 

107. What is the eighth main principle? 60. Express 



SOCIAL LESSONS, NO. 2, 109 

some sentences affirmatively. Some negatively. Read the 
33d section negatively. The 39th. 

108. What is the ninth main principle? 62. Tell me 
how this is done. 63. Give- examples of each method. Form 
some sentences from the general relative, What, From 
Who, How, Where, When, Why. 

109. What is the tenth main principle? 64. Give ex- 
amples that will express certainty. 65. Uncertainty, con- 
dition. What is stated in 66} 61 1 Give examples in the 
imperative mood. 68. (If the teacher please, the pupil may 
be told that mood is the manner of representing being, hav- 
ing, and doing; but I would not at this place say any thing 
of it to the young child. It can be better learned by and 
by.) What do you do when you say, John, come here? I 
speak a sentence in the imperative mood. I command a 
second person to do an action. Give several examples and 
let the agent be expressed. John, go thou to the door. 
Where is the agent placed? Girls, take pains with your writ- 
ing. What is agent to take? Is it singular or plural? 

110 — 2. I have written a few sentences in the different 
moods. May I read them, sir? 

Ill — 1. O! certainly. Read in your best style. 

IMPERATIVE MOOD. 

Commanding y exhorting^ entreating, praying. 

My brethren, cease to do evil and learn to do well. Go 
ye not in the way of evil doers, but be ye kind one to anoth- 
', and bear on^ another's burthens. JBe content only with 
the strictest virtue and piety. Let no opportunity of doing 
good pass unimproved. O Father, incline us to do our du- 
ty. Suffer us not to wander from thee, but bind us to thy- 
self by thy good spirit. my soul, praise thy Maker for 
his great mercy and loving kindness. 

1 12 — 2. Now, sir, according to your method of making 
every thing easy and natural, I take the very same subject 
and change it into the 

INDICATIVE MOOD. 

113. We cease to do evil and learn to do well. We go 
not in the way of evil doers, but we are kind one to another, 
10. 



no SOCIAL LESSONS, NO. 2. 

and bear one another's burthens. We are content only with 
the strictest virtue and piety. We let no opportunity of do- 
ing good pass unimproved. O Father, thou dost incline 
our hearts to do our duty. Thou dost not suffer us to wan- 
der from thee, but dost hind us tp thyself with thy good 
spirit. O my soul! thou dost praise thy Maker for hh 
great mercy and loving kindness. 

THE POTENTIAL AND SUBJUNCTIVE MOODS. 

1 14. O could I believe that ye had ceased to do evil and 
had learned to do well, I should indeed have reason to re- 
joice. Did ye not go in the way of evil doers, how much 
evil would ye shun. TVere ye content only with the strictest 
virtue and piety, what happiness ye might enjoy. How could 
ye let such opportunities of doing good pass unimproved. 

INFINITIVE MOOD. 

115. Ye ought to cease to do evil, and ye ought to learn 
to do well. Ye ought not to go in the way of evil doers, &lc. 
To cease to do evil and to learn to do well, is the i^wiy of 
every sinner. 

116 — 1. Let me hear you, Mary, associate with the 
principal verb the auxiliary, Do^ which in that place will im- 
ply entreaty. HI. My brethren now do cease to do evil, 
and do learn to do well, &lc. 

117 — 2. I heard Jane speaking in this mood the other 
day. Said she, ma, will you buy me a pretty little doll when 
you go to Mr. Chapin's store.'' No, my dear, I had rather 
buy you a new book or a new frock. Why! ma, Julia has 
one, and Caroline has one, and why can't I have one.^ am I 
not a good girl? Well, I do not wish to pay away money for 
such useless things, said her prudent mother. Do! ma, buy 
me one play-thing, only just one! I will be a good little girl, 
and say all my lessons as nicely as I can; now do buy me 
a doll! Will you ma? 

118 — 2. Jane, said Mary, let me hear you speak a few 
Identical propositions. 72. So Jane went on to state. 
Said she, ^' Fire is fire, smoke is smoke, coals are coals y a 



SOCIAL LESSONS, NO. 2 lH 

table is a table. Then she was called upon to affirm or de- 
ny something of an apple, making Instructive propositions. 
That apple is sour. It is round j &c. What could she af- 
firm of a tree, a rock, a book, a house, a girl, a boy, a dog, 
a horse, a fly? 

1 19 — 1. I will now tell you a few things, which. you will 
be able to comprehend more and more as you pursue this 
subject. You know, Mary^ that when we look at an object j 
we behold its situation; its shape, its size, colour , and thus 
do we gain perceptions of its being. I^ we feel of it, we per- 
ceive its softness, or roughness. By moving it, or by apply- 
ing strength to it, we judge of its iveight. And thus it is by 
observing objects, that we come by certain sensations of 
mind, called Ideas or Understanding, and the main object 
of Language is to express the Ideas we have in our minds 
to the Understanding of others; therefore we may say that, 

120. Language is the expression of Thought or Ideas. 

121. Language is Natural or Artificial, expressed by 
^ns. 

122. The signs of Natural Language are the features of 
the face, tones of the voice, and gestures of the body. 

123. " The signs of natural language have the same sig- 
nification in all climates and in all natures. '^ 

124. Artificial language is of two kinds, Spoken and 
TVHtten. 

125. The sig7is of the spoken are articulate sounds, ad- 
dressed to the ear, 

126. The signs of the written language are characters 
addressed to the eye, representing articulate sounds. 

127. A Living Language is one that is spoken at the pres- 
ent day, a Dead Language is one that has ceased to be 
spoken by any nation. 

128. The Idioms of a language are its peculiarities, 
wherein it differs from all others in its construction. 

129. Grammar is a System of Rules and Observations 
drawn from the common speech of mankind, and teaches to 
€ollect, arrange, and express our thoughts in a proper manner 



112 SOCIAL LESSONS, NO. 2. 

130. Grammar is Universal and Particular. Universal 
Grammar treats of the general Principles of Language. Par- 
ticular Grammar treats of one particular language. 

131 . How do we obtain perceptions of an object's being? 
No. 2, 119. What do jou call those sensations of mind 
that we obtain bv looking at things, tasting them, &c. No. 
2, 119. What is the expressing of our jjleas called? 120. 
Of how many kinds is language? 122. How distinguished? 
how expressed ? What are the signs of the natural language ? 
of the artificial? Of what two kinds is artificial language? 
124. What are the signs of the spoken? of the written? 
to what is the spoken addressed? the written? What are 
the names of the letters in the English Alphabet, which rep- 
resent the sounds used in the language? No. 1,5. Repeat 
the sounds as arranged in the Perfect Alphabet. No. 1,52. 
What is a living language? a dead language? No. 2, 127. 
What are the Idioms of a language? No. 2, 128. No. 4, 
1, 16. What is Grammar as applied to language? No. 2, 
129. Of what does Universal Grammar treat? 130. Of 
what does Particular Grammar treat? 

132. All language must be founded upon the existence of 
things. JVe are here surrounded by various things or ob- 
jects. We see the sky over our heads; so do the French 
people. We see what we call sun^ moon, stars; they see 
the same. We see what we call hills, valleys, brooks and 
rivers, ponds and lakes, vegetables, animals and minerals. 
They see the same. We notice the different properties of 
objects. So do they. In fruit we taste sweetness and sour- 
ness, we perceive softness and hardness, smoothness and 
roughness, and they do the same. They know that an object 
has what we call tipper side and under side, right side and 
lefty corners and ends; and they must in their language have 
loords to express these relations of things, but they may not 
use the same signs that we do; and may not, in expressing 
their ideas arrange them in the same order that we dp. 

133. Suppose that an Englishman, a Frenchman, and a 
Grecian, each of them, has apples from the same tree, neither 
of them acquainted with any other language but his own. 
Each of them looks at the apples, tastes them, eats some of 
them. The ideas they form of the apples will be similar or 
the same, but very differently would they express their ideas, 

. which the following examples will plainly show. 



o 



o 



SOCIAL LESSONS, NO. 2. 113 



c 



6 

o 


C 
\ 




^ 


N 


=> V-^ 


3 


• 


^ N 


•XJ 


1 


^\ 


o 


c 


=* \ 


ns 


1 


a ^ 


.^ 


N 


f 



q; 









^ bo 






^ ^ ^ a 3 • ! ( 



g \^ > \ ^ 



^ ; ^- I - • o ( 






rt 



D,^ 






^ ^ ^:^ - c,^ ff^^ -^ -- ^ 



2' 






bJD — a \ G \ 

*- o «3 ( bc\ ^\ ^ 



— N 



C5 - ^ C 



) -^^ I ^ ) 






bo\ fl 



) 



a^ s-^ S-- i- 



M § H 



\ 



< 






1 


^c 


o 


-+j 


Sh 


cd 


fe 


J 


10=^ 











bo 



Oh 
>4 



-C3 



114 SOCIAL LESSONS, NO. 2 

135, What word in the French language expresses the 
same relation as the word ^' this," in English? What word 
in Latin the same? In Greek? No. 2, 134. 

What word in French expresses the same idea that the 
word ''large," does in English? What one in Latin? in 
Greek? What is the object called in French, which the Eng- 
lish call '' apple?" What in Latin? in Greek? How is the 
idea of existence expressed in French, &lc? How is the sen- 
sation, sweet, expressed in French, Slc? 

The object of these examples in French, Latin, and Greek, 
is to impress the pupil's mind with a general view of Lan- 
guage. The teacher of course will give such directions as 
is deemed proper. Would it not be well for the student in 
the Languages to be required to construct other similar sen- 
tences, and to translate them into all the different languages 
which it is intended he shall learn? Let the sentence be va- 
ried, thus: 

" That small peach was verij sour.'^^ 

136. Pa, said John, what name has a Frenchman for 
what we call a hoiisel What would a Spaniard call a housel 
What would a Dutchman call it? What would a Grecian? 
An Italian ? An Arab ? Little John had learned his perfect 
alphabet, and as his father answered his questions he wrote 
down the words that he might not forget them. At another 
time, said he, pa, I remember the words you told me the 
other day, now will you tell me by what name a Frenchman 
calls what we call a cottage? What does a Spaniard call 
one? What does a Dutchman, &c? At another time he in- 
quired the name of a door, in the different languages: then 
of a window: of a chimney, &cc. until he had learned the 
names of the different kinds of buildings, the parts of them, 
and of many pieces of furniture. 

I know it will be thought strange that / should presume 
to point out a method of learning the Languages, but the 
plans pursued in the schools at present appear so unnatural 
that I feel anxious that some one should do something more 
than has yet been effected. To keep a child for years learn- 
ing his Latin and Greek, turning his dictionary from end to 
end, looking out his words promiscuously, in my opinion is 
bordering hard upon crueUij. I found this opinion upon the 
belief that the Languages may be so harmonized and so 



SOCIAL LESSONS, NO. 2. 115 

taught ^s to save a very great amount of labour in the ac- 
quisition of them. VVho is to do it? Rather ask^ if ye be 
not already convinced, whether it can be done! That set- 
tled, let the means be proportionate to the immense impor- 
tance of the subject. Is it possible that ten languages may 
be learned with as little labour as has generally been be- 
stowed upon the acquisition of only the Latin and Greek? 
May it not hereafter be as common for children to put such 
questions to their parents as master "John'^ put to his "pa," 
and have them answered, as it is now for a College graduate 
to be able to converse freely in more than three languages? 
You are vain! you are visionary! Do you "behold the Steam- 
boat? that cotton mill? Have you seen that beautiful little 
machine that will cut and set card teeth all at once, without 
hand or finger? What! seen all these things! And do not 
believe that Language can be improved! Reasoning unphi- 
losophical! inconsistent! and which the spirit of the present 
age utterly forbids. 

REMARKS ON THE PARTS OF SPEECH. 

1 would teach a child the parts of speech in the same way I would 
leach it the names, properties, motions, and useis of the thiogs first 
introduced to its notice. When actual necessity requires that the 
term noun be given to the names of the objects the child has learn- 
ed, I would introduce it to the mind with the same caution that 
a wise ruler would lay a tax upon his subjects. I would say nothing 
of the adjective until the child well understands the actual proper- 
ties of many objects; nothing of the verb until it has been made ac- 
quainted with many actions. A child may converse understandingly 
of objects and their properties, of actions, and the manner of ac- 
tion, of place, time, and reason of action or rest, when it would 
sicken at the sound, noun, adjective, verb, and adverb. 

Say thus to the child, Let me hear you speak some names of 
fruit, as apple, peach. The child will begin, and mention seyeral 
names, and while the objects and the names of them are upon the 
mind, I would apparently accidentally tell the child, that such words 
^Y^ cdWedi nouns, noire quiring it to be recollected; and in giving 
such lessons in the different parts of speech, I would continue to re- 
peat the technical terms until I thought they were remembered, then 
I would ask thus: What are such words called? 

These remarks refer to the child, not to the youth who can in an 
hour comprehend the complex construction of a full sentence. I 
would not trouble the child with too many wherefores. It is very 
3ittle profit for one to tell the reason of a principle only by a rule^ 
I wou'd rather endeavour so to improve the reason of a child, that 
the reason of things may be drawn from its own mind* Let the 
teacher ask why ^ hen he pleases. 



11 6 SOCIAL LESSONS, NO. 1 

137. DIFFERENT SORTS OF WORDS OR PARTS OF SPEECH. 

1. Articles — Words used to point out or identify objects. 

2. Nouns — Names. 

3. Pronouns — Words used instead of nouns, 

4. Adjectives — Words that express the qualities of objects. 

5. Verbs — Words that signify to 6e, to have^ or to do, 

6. Participles — Words derived from verbs, and signifying 

being, having, or doing, or having been, had, or done. 

7. Adverbs — Words that qualify verbs, participles, prepo- 

sitions, or that modify any qualifying word. 

8. Prepositions — Terms used to denote the relations of 

things. 

9. Conjunctions — Words used to connect sentences. 

10. Interjections — Words used to express sudden passion or 

emotion of the mind. 

138. EXAMPLES. 

1. A man, any man, one man, this man. No. 3, 19; 4, 17. 

2. A man, a woman, a boy, a girl, a brother. No. 3, 10. 

3. I, we, thou, ye, he, she, it, they, myself. No. 2, 24. 

4. A good man, a bad man, a large man. No. 3, 4. 

-5. I am, I have it, I write, 1 read, I sing, I think. No. 2, 20. 

6. I am imting^jt is luritten, I have been writing. No. 3, 37. 

7. It is very well written. He wrote jW now neatly, ^^o- 3, 61 

8 . He wrote on ii, under it, through it, round it. No. 3, 54. 

9. He said if I wrote and spelt better than he they would 

do it. No. 4, 23. 

10. 0/ what a pretty bird! 0! 0!—0! ah! Alas! my 
child! 

** The power of speech is a faculty peculiar to man; and was be- 
stovped on him by his beneficent Creator, for the greatest and most 
excellent uses; but alas! how often do we pervert it to the worst of 
purposes!" 

In the above passage, all the parts of speech are exem- 
plified. 



SOCIAL LESSONS NO. 2. 117 

139. LESSON UPON THE GENERAL RELATIVES. 

Repeat tliem and tell me to what each relates. 

I 2 3 4 5 6 

What ? Who ? How .? W here .? When ? Why ? 

to actions and things, to persons, to the manner of action, to place, to time, to reasea. 

140. WHAT — relating to things. 

John, TVhat have you heard? Sounds, noise, bells, drums. 
What have you seew? Objects, trees, houses, carriages, horses 
TVhat have you smelledl Perfume, fragrance^ 7^oses. 
TVhat have you tastedl Fruit, flesh, liquids, cakes, spices, 
TVhat have you feltl Pain, heat, cold, blows, sickness. 

141. WHAT — relating to actions. 

What do farmers rfo? They plough, sow, reap, gather. 
What do mechanics do? Carpenters hew, saw, plain, bore. 
TVhat do merchants do? They buy, sell, measure, cut, tear. 
What do manufacturers do? They spin, tveave, whid, reel. 

142. WHOj WHOM, WHOSE. 

TVho have you seen? Mr. , Miss , Gen. ► 

^^Aodidit? Oi whom did you speak? think? &c. 
Whose book is this? It is James', Julia's, the childrens'. 
''Whosoever heareth these sayings of mine." 

143. HOW. 

How do you write? I write well, elegantly, legibly. 
How do you write ? I write with my lingers. 
Hou) does he do? He does better than he did. 
How did you go? I rode horse-back. 

144. WHERE. 

Where do animals walk? On the ground, on trees, Slc. 

Where do birds fly? In the air, from the trees, to the 

TVhere do fishes swim ? In the , in rivers, and 

Where did you see the gentleman ? Where did you see her ? 



118 



SOCIAL LESSONS, NO. 2. 

145. WHEN. 



JVhen is the proper time for sleepl when for labour? 
When do you attend church? When do you breakfast? 
When do farmers plant? When are cherries ripe? peaches? 
When do you ride in sleighs, and skate and slide on the ice? 



146. 



Why do you attend school ? Because I learn better than at 

home. 
Why are children punished ? For their bad actions. 
Why did you come home? To g-et some dinner. 
Why did you break your pencil? That I might give Julia a 

piece of it. 

147. A GOOD MENTAL AND VOCAL. EXERCISE. 

No. 1. 
1 What could be done, James? A house could be built, Charles. 



< • • o 


/ 


• O 


• • < \ 


2 What might be done? 




It 


might be done, sir 


3 would be 






would be 


4 should be 






should be 


5 was 






was 


6 is 






is 


7 shall be 






shall be 


8 will be 






will be 


6 may be 






may be 


10 can be 






can be 


1 1 must be 






must be 



No. 2. 
1 Who conld build the honse? Mr. West conid do it. 



2 


might 


do it? He 


might build the house. 


3 


would 


To what does who 


wouid do it. 


4 


should 


relate? 


should 


5 


did do 


it? Who did it? 


did do it. He did it. 


6 


does do it? Who does it? 


does do it. He does it. 


7 


shall 


What else could he 


shall 


8 


will 


build? What else 


will 


9 


may 


could he do to the 


may 


10 


can 


house besides build 


can 


11 


must 


it? 


must do it. Do what? 



SOCIAL LESSONS, NO. 2 



119 



No. 3. 
How could he build it'' He could do it elegantly, with materials. 



1 

2 might To what mig t 

3 would does how would 

4 should relate! sh&uld 

5 did he do it? did do it. 

6 doe^hedoi'? does do it. 

7 shall Write ten shall 

8 v\ ill different verbs will 

9 may in this way may 

10 can that will apply can 

11 must to building, 8ic, must 

No. 4. 
1 Where could it be o built.^ It could be so done in Boston. " 



so with them. 
Write different adverbs 
that will apply to build- 
ing, to ploughing, to 
mowing, to raking. 
Write some adverbial 
phrases, as. He could 
build it in the fashion. 



2 


might 


a 


done? 


might 


built there. 


3 


would 


M 




would 


reared Providence, 


4 


should 


p 
3 




should 


formed 


5 


was 


^ 




was 


erected 


6 


is 






is 


covered 


7 


shall 






shall 


finished 


8 


will 






will 


lighted 


9 


may 






may 


warmed 


10 


can 






can 


cooled 


11 


must 




No 


must 
5. 




1 


WTien conld it 


be done so there 


'? It could be done this week. 


2 


might 




in Boston? might 


next monih. 


3 


would 




in London? would 


within a year= 


4 


should 






should 


before that. 


5 


was 






was 


then. 


6 


When is it done so 


there? 


It is done so there now. 


7 


shall 


in the house? 


shall 


then. 


8 


will 




kitchen? 


will 


hereafter. 


9 


may 




parlour? 


may 


by and by. 


10 


can 




chamber? 


can 


tomorrow. 


11 


must 




cellar? 


must 


soon. 



No. 6. 

1 Why could it be done It could be done so to please hifn. 

It might be i uilt so to live in. 
It would be built there to sell. 
It should be built then for him. 
It was built so there then /or us. 
It is built large to accommodate them. 
shall 
will 
may 
can 
most 



2 
3 

4 


might 
would 
ehonld 




5 
6 
7 
8 


was 

Why is it built 

shall 

will 


large? 


9 
10 


may 
can 




11 


UVOLSX 





120 SOCIAL LESSONS, NO. 2, 

148. Mary's lesson to her brotheiI and his plat- 
mates. 

Now said John to his kind siister, here is just a good class 
of us, and we have all agreed to take a lesson of you if you 
will consent to teach us. 

Well, please to be seated in a half circle. The one that 
sits first at the right shall be No. 1, and the second shall 
be No. 2, and so on. 

In the first place we will recite a few things all together, 
or simultaneously. In a very soft voice recite the vowels. 
Now afiix the first vowel to the consonants. Now the sec- 
ond, third, fourth, fifth, Sic. Say the diphthongs in lines, 
Now in columns. 

What is the first main principle of language? second? 
third? fourth? fifth? sixth? seventh? eighth? ninth? tenth? 
Repeat the parts of speech. What is the first? second? &c. 

No. 1, may now give me some names. No. 2, some 
names of domestic animals. No. 3, some names of wild 
animals. No. 4, some names of birds. No. 5, some names 
of fishes. No. 6, some names of insects. No. 7, some 
names of serpents. No. 8, some names of worms. No. 9, 
some names of bugs. No. 10, some names of such little 
animals as will sometimes sting. 

No. 2. I call on you to give som.c names of vegetables. 
No. 3, may mention some names of fruit. No. 4, some 
names of berries. No. 5, some names of trees. No. 6, 
some names of flowers . No. 7, some napes of garden sauce. 
No. 8, some names of grain. No. 9, ^ome names of grass. 
No. 10, some names of evergreen. No. 1, some names of 
nuts. 

No. 3. Mention the names of some minerals. No. 4, 
some names of articles that are made of iron. No. 5, some 
that are made of steel. No. 6, that are made of silver. 
Nc^^, of brass. No. 8, of copper. No. 9, of lead. No. 
10, of pewter. No. 1, of glass. No. 2, of clay. 

No. 4. You may give the names of some liquids. No. 

5, some that are kept in barrels, hogsheads, and kegs. No. 

6, some that are put into vials, and used mostly for medicine. 
No. 7. What is the name of that^wici that is drawn up out 



SOCIAL LESSONS, NO. 2. 121 

of wells, and used for drink and many other purposes? No. 
8. What the name of that dark red fluid that gushes out of 
some animals when the flesh is cut or bruised? No. 9. What 
the name of ihait fluid that appears on a person's flesh when 
hard at work or play? No. 10. What names are given to 
that substance that runs up and down the jwres of vegeta- 
bles? No. 1. What is made of the juice oi the apple? No. 
2, of the grape and currant? No 3, of the sap of the maple 
and cane? 

No. 5. Give me some names of buildings. No. 6, some 
names of vessels or ships. No. 7. What are those men 
called that till the ground? No. 8. What are those called 
that build houses? No. 9. What are those called that make 
tables and bureaus? No. 10. What are those called that 
work iron, make ox shoes and horse shoes? No. 1. That 
make silver spoons and the like? No. 2. That make gold 
rings and beads? No. 3. That cast bells? No. 4. That 
build machines? 

No. 6. What titles do we give those who preach the gos- 
pel? No. 7, What titles do we give those who teach? No. 
8, to those who learn? No. 9, to those who practise p%sic? 
No. 10, to those who practise law? No. 1. What do we 
call that man that is chosen by the people to rule over the 
state, or to govern it? No. 2. What do we call those men 
that make laws or that legislate? No. 3. What do we call 
a person that is sent from one place to another to do busi- 
ness? No. 4. What is that man called that goes to battle, 
and carries weapons ? No. 5. What titles do those have 
who command the men in an army ? 

No. 7. What do we call a man who tends a grist-mill? 
No. 8, that drives a team? No. 9, that burns charcoal? 
No. 10, that goes round from place to place and sells pins, 
and needles, and ribbons, &c? No. 1. What do we call him 
that makes garments? No. 2. What do we call those who 
make bonnets, and frocks, and gowns ? Are .they made by 
men or women? No. 3. What do we call him who mends 
old shoes and boots, and chairs? No. 4. What do we call 
him who keeps a public house where people can go and stay 
over night, and have what they want to eat and drink by 
paying their money? No. 5. What would a woman who 
11 



122 SOCIAL LESSONS, NO. 2. 

kept such house be called? No. 6. What would the people 
be called who were in the habit of calling and staying at 
such a house? 

No. 8. What is the person called that drinks too muchf' 
No. 9, who eats to excessl No. 10, who kills another? No. 
1. What do we call a man that is not neat? No. 2. What 
do we call a woman that is not neat? No. 3 What word 
can you add to the word sauce, that will denote a bad boy? 
No 4. What word added to block, will denote a bad char- 
acter? No. 5. What is he called that takes another's prop- 
erty in secret? No. 6. What is he called that takes anoth- 
er's property openly? No. 7. What is he called that takes 
another's writings or thoughts and publishes them without 
giving credit? 

No. 9. What do we call those things that mechanics 
work with? No. 10. Mention the names of some of the shoe- 
maker's tools. No. 1, of some of the names of the carpen- 
ter's tools. No. 2, of some of the blacksmith's. No. 3, the 
tailor's. No. 4, the farmer's. No. 5, printer's. No. 6^ 
the book-binder's. No. 7, the stone-cutter's. No. 8, the 
school-master's. 

No. 10. Mention the names of some of the parts of a 
knife. No. 1, of a fork. No. 2, of a shovel. No. 3, of a 
pail. No. 4, of a barrel. No. 5, a watch. No. 6, a 
house. No. 1, a city. No. 8, of a mountain. No. 9, of 
the earth. 

' No. 1, may now mention 2i proper name or noun. No. 2. 
mention one. No. 3, 4, 5, 6, 7, 8, 9, 10. 

No. 2, mention a common name. No. 3, mention one. 
No. 4, 5, 6,7, 8, 9, 10, 1. 

No. 3, may mention a noun in the singular number. No. 
4, mention one, 5, 6, 7, 8, 9, 10, 1, 2. 

No. 4, mention one in the plural number. No. 5, 6, 7, 
8,9, 10, 1,2,3. 

Each one now, beginning at No. 5, mention a noun in the 
singular number, masculine gender. 

Now let each one mention a noun in the singular num- 
ber, /emimne gender. Now newkr. ^ ow commvn. 



SOCIAL LESSONS, NO 2. 



125 



149. Mary's second lesson to her brother and 
his playmates. 

Well, young gentlemen, what shall be our subject for con- 
versation to-day? 

THE properties OF THINGS. 

In the first place I will take your names that each may 
be numbered and seated according to his age. 

No. 1. William Holden, 10 years of age. 

No. 2. Smith Bosworth, 10 

No. 3. Charles A. Green, 9 

No. 4. Philip M. risk, 8 

No. 5. Job Carpenter, 8 

No. 6. William P. Rhodes, 8 

No. 7. Daniel Smith 8 

No. 8. Hamilton Hoppin, 8 

No. 9. Gustavus Taylor, 7 

No. 10. John West, 6 



These are the names 
tf a class of boys who 
selected the words in 
the following lesson , 
under the direction of 
the author of this 
worky excepting No, 
10. 



William, what is one of the principles of simple combina- 
tion of words, that you have learned.'* 

Different qualifying words may be joined with the name 
of an object. 

As you are No. 1 , it is right for you to select, first, the 
name of some object for the class to qualify or describe. 



MAN. 



Mention a qualifying word that will apply to man, and 
unite with it an article. 



Character. 




Size. 


Condition. 


1 A good man 


. 2 The large man. 3 


Every poor man. 


2 bad 


3 


small 4 


rich 


3 wicked 


4 


thin 5 


wealthy 


4 cruel 


5 


, spare 6 


forehanded 


5 crazy 


6 


tall 7 


prosperous 


6 kind 


7 


short 8 


thriving 


7 pleasant 


8 


fat 9 


rising 


8 cross 


9 


fleshy 10 


flourishing 


9 An ugly 


10 


pursy 1 


enterprising 


10 hateful 


1 


chubbed 2 


avaricious 



124 



SOCIAL LESSONS, NO. 2. 





Bad eharacier. 




Colour. 


Good character. 


4 This vicious man. 5 This white mar 


1. 6 That moral man. 


'5 


sinful 


6 


black 


7 


virtuous 


6 


profane 


7 


red 


8 


pious 


7 


thievish 


8 


colored 


9 


religious 


8 


deceitful 


9 


blue coat 


10 An 


innocent 


9 


lying 


10 


yellow- 


1 An 


inoffensive 


10 


dishonest 


1 


dark 


2 


happy 


1 


unjust 


2 


light 


3 


benevolent 


2 


fraudulent 


3 


brown 


4 


charitable 


3 


froward 


4 


freckled 


5 An 


obliging 




Sliape or foim. 




Good habits. 




Bad habits. 


7 One ugly man. 


8 Each careful man 


.9 Anj 


careless man 


8 


homely 


9 


attentive 


10 


inattentive 


9 


deformed 


10 


thoughtful 


1 


thoughtless 


10 


crooked 


1 


studious 


2 


dull-headed 


1 


straight 


2 


diligent 


3 


lazy 


2 


hump-backed 3 


steady 


4 


unsteady 


3 


round-shouldered 


4 


constant 


5 


inconstant 


4 


bent-backed 


5 


ready 


6 


backward 


5 


lame 


6 


quick 


7 • 


moderate 


6 


maimed 


7 


expeditious 


8 


slow 



10. Some useful man, wise, discreet, just, temperate, sin- 
cere, fair, lovely, captivating, enticing. 

Says William, man has more qualities than we have giv- 
en in this lesson. 

I know that, replied Philip. We have not said anything 
of his being cold or warm, hungry or thirsty, sleepy or wake- 
ful, tired, sick or healthy. 



DIRECTIONS. 

Read the lesson and emphasise the qualifying words. 
Read again, and instead of maw, read the name woman. 
Read the article a or an, through the lesson. Now the. 
Now every ^ this, that. Read the word, very, between the 
article and qualifying word, as: A very good man. 

The teacher should direct according to the age and capac- 
ity of his pupils. 

Recite the personal pronouns, the auxiliaries. What 
does could imply.'* Read, / coidd 6e, before each phrase in 



SOCIAL LESSONS, NO. 2. 



125 



the lesson, using such articles as will agree. I could be 
each careful maUy will not make good sense. 

150. Master Bosworth, you must choose the object to be 
qualified as you sit second in the class. 







APPLE. 






Give your example. 








Quality. 




Taste. 




Color. 


2 A good apple. 


3 


A sweet apple. 


4 A 


yellow apple 


3 bad p 


4 


sour 


5 


blue 


4 rotten |'. 


5 


bitter 


6 


white 


5 sound 5- 


6 


sickish 


7 


red 


6 hard | 


7 


pleasant 


8 


green 


7 mellow J" 


8 


delicious 


9 


black 


8 soft 2 


9 


luscious 


10 


speckled 


9 tough g 


10 


rich 


1 


purple 


hahed 1 


1 


steiDtd 


2 


pale 


1 roasted 


2 


boiled 


3 


bright 



5. A pippin apple, spice, russeting, crab, pine^ oak, jilly- 
fiower, English, New- York, Jersey. 

6. A round apple, oval, long, large, great, small, little, 
light, heavy, costly. 

7. A thick skinned apple, thin, soft, tender, tough, tight, 
loose, close; a ground apple, a jambed apple. 

8. A spring apple, summer, fall, winter, early, late, large, 
green, ripe, fallen, lodged. 

9. A neat apple, clean, dirty, dusty, muddy, wet, bloody, 
sappy, juicy, cider. 

10. A field apple, garden, pie, sauce, cider, eating, stolen, 
craved, bought, sold. 

Read, and supply the ellipsis, as: A good apple, a bad 
apple. Read the names of some other kind of fruit, berries, 
and sauce. 

Read again, and apply the phrases in the imperative mood, 
thus: William, give me a good apple, 
give me a bad apple, 
give me a r-o-t-ien apple. 

^— • • • <^ • o • • 

Emphasise the adjectives because they are different. 
11* 



126 SOCIAL LESSONS, NO. 2. 

151. Master Green, let us know your taste now for choos- 
ing a subject, 

TREE. 

Give an example relating to the size of a tree. 





Size. 




Qualily or character. 




Color. 


3 
4 


A large tree, 
small 


4 
5 


A shrubby tree, 
shaggy 


5 

6 


A green tree 
black 


5 


little 


6 


limby 


7 


blue 


6 

7 


slim 
tall 


7 
8 


knotty 
knarly 


8 
9 


white 
gray 


8 


low 


9 


kniibby 


10 


brown 


9 

1 
2 


broad 
high 
lofty 
towering 


10 
1 
2 
3 


snubby 
cragged 
rough 
smooth 


1 
2 
3 
4 


speckled 
spotted 
peeled 
fallen 



6. A hard, soft, solid, hollow, sound, rotten, broken, split, 
cut, bruised tree. 

7. A round, chubbed, square, straight, crooked, oval, 
curved, bushy, timber, forest tree. 

8. A sweet, sour, bitter, juicy, dry, wet, warm, cold, use- 
jful, shady, branching tree. 

9. A heavy, light, weighty, corky, porous, limber, stiff, 
*tout, dense, rare tree. 

10. An oak, walnut, cedar, spruce, pine, hemlock, pop- 
Jar, willow, maple, bass tree. 

1. An apple tree, peach, plum, quince, orange, fig, grape, 
almond, apricot, pear. 

2. A fruit tree, grove, garden, natural, grafted, forest, 
timber, elm, park, box. 

3. An old tree, ancient, venerable, sacred, honorable, 
young, tender, slender, slim, stocky. 

Read eliptically. Again, and supply the ellipsis. Now 
read oak instead of tree ^ thus: A large oak, a small oak. 

Read it thus: Is it a large oak or pine tree? 
• . • - / . \ - 

Now thus: It is not a large oak, but a pine tree. 
• . • . - \ . . / - 

The teapher should show by example the different move- 
ments of the voice. 



SOCIAL LESSONS, NO. 2. 127 

152. Philip, can you tell upon what principle of language 
we have been conversing? 

That different properties belong to the same object. 
Give your example. 

HOUSE. 



Quality. 




Size. 




Color. 


4 A good house. 


5 A lar^e house. 


6 


A yellow house. 


5 bad 


6 


small 


7 


white 


6 An old 


7 


little 


8 


blue 


7 poor 


8 


great 


9 


green 


8 rotten 


9 


high 


10 


red 


9 leaky 


10 


low 


1 


black 


10 broken 


1 


broad 


2 


. brown 


1 An open 


2 


narrow 


3 


purple 


2 tight 


3 


contracted 


4 


straw-colored 


3 close 


4 


scrimpt 


5 


pea-green-colored 



7. A handsome house, beautiful, splendid, pretty, fine, 
spacious^ agreeable, elegant, elevatedy ornamented^ illumin- 
ated, 

8 . A warm house, cold, hot, ice, glass, green^ log, top, 
farm, cheese. 

9. A meeting house, school, town, court, state, market, 
poor, mansion, light, custom. 

10. A stone house, brick, wooden, log-, snow, ice, naar- 
ble, granite, jiropt, falling. 

1. A bridge house, wagon, chaise, coach, tan, bark, ci- 
der, corn, grain, dairy. 

2. A mortgaged house, a sold, lost, finished, completed, 
painted, shingled, clapboarded, furnished, ornamented. 

3. A convenient house, difficult, inconvenient, unpleasant^ 
pleasant, delightful, splendid, magnificent, royal. 

No. l. What is good besides a housel No. 2, mention 
something that is good. No. 3, 4, 5, 6, 7, 8, 9, 10. Now 
each one, beginning at No. 2d, tell what he thinks is 
bad. Now begin at No, 3, and tell what may be old, 
&c. &.C. 

153. Here boys is a collection of words which you may 
look over, and if you have younger brothers or sisters yc.u 



128 SOCIAL LESSONS, NO. 2. 

must converse with them about the meaning of them, and 
teach them to pronounce and spell them. 

ANIMALS. 

1. A great man, woman, boy, girl, father, mother, hus- 
band, wife, brother, sister. 

2. A great horse, ox. cow, sheep, hog, dog, lion, tiger, 
wolf, cat. 

3 . A great person, brute, beast, fowl, bird, fish, serpent, 
reptile, worm, insect. 

4. A great robin, snipe, hawk, crow, vulture, heron or 
hern, goose, turkey, partridge, quail. 

5. A great pigeon, dove, cookoo, owl, plover, lapwing, 
pewet, whipowil, kite, hen. 

6. A great shad, salmon, mackerel, pike, pout, perch, 
sucker, bass, herring, shark. 

7. A great spider, bug, wasp, bee, fly, flea, locust, but- 
terfly, catterpillar, miller. 

8 . A great infant, colt, calf, lamb, pig, puppy, cub, gos- 
lin, chicken, steer. 

9. A great head, scull, ear, eye, nose, mouth, tongue, 
tooth, lip, chin. 

10. A great cheek, face, neck, shoulder, breast, body, 
knee, foot, toe, heel. 

VEGETABLES. 

1 . A great plank, tree, trunk, limb, branch, bough, twig, 
leaf, bud, scion. 

2. A great root, turnip, potatoe, beet, carrot, parsnip, 
raJish, artichoke, onion. 

3. A great apple, pear, peach, plum, quince, lemon,- or- 
ange, fig, almond, cherry. 

4. A great squash, pumpkin, cucumber, pepper, mango, 
bean, pea, stalk, vine, spire. 

o. A great hull, husk, core, skin, bark, cob, stem, shell, 
pod, seed. 

6. A great rose, pink, lily, piony, marygold, tulip, violet, 
dandalion, sunflower, blossom. 

7 Stout grass, oats, rye, wheat, barley, hemp, tobacco, 
j8ax, mustard; corn. 



SOCIAL LESSONS, NO. 2. 129 

8. A great weed, mullen, nettle, burdock, brier, thorn, 
stub, stump, post, 

9. A great log, beam, board, plank, stick, block, horse- 
block, chopping-block, table, chest. 

10. A great pail, piggin. tub, churn, trough, bottle, keg, 
barrel, hogshead, pipe. 

MINERALS. 

1. The hard iron, steel, silver, gold, copper, brass, tin, 
pewter, lead, diamond. 

2. The hard knife, fork, plate, bowl, pan, kettle, pot, 
spider, toaster, skewer. 

3. The hard stone, rock, flint, slate, gravel, earth, clay, ' 
sand, gem, jewel. 

4. The hard mug, pitcher, tumbler, cup, basin, porringer, 
jug, decanter, cruise, cruit. 

5. The hard shovel, spade, hoe, fork, bar, chain, hook, 
link, ring, staple. 

6. The hard nail, spike, bolt, rivet, band, clasp, wedge, 
screw, lever, spring. 

7. The hard knife, sword, dirk, gun, bayonet, claymore, 
axe, adze, chisel, shave. 

8. The hard plane, auger, gouge, file, rasp, shears, cut- 
ters, pincers, nippers, pliers. 

9. The hard instrument, machine, watch, clock, cog, rim, 
hub, spoke, axle, box. 

10. The hard inkstand, case-knife, pen-knife, butcher- 
knife, shoe-knife, broad-axe, narrow-axe, post-axe, meat- 
axe, battle-axe. 

LIQUIDS. 

1. The warm water, milk, blood, sweat, juice, sap, cider, 
beer, rum, gin. 

2. The warm porridge, soup, gravy, sauce, sirrup, gru- 
el, drink, skink, pottage, sherbet. 

3. The warm dram, toddy, sling, spirit, wine, brandy, 
whiskey, tea, coffee, beverage. 

4. A great pond, puddle, pool, spring, lake, sea, ocean, 
rill, rivulet, brook. 

5. A great river, stream, gulph, bay, strait, channel, 
cove, eddy, whirlpool, flood. 



130 SOCIAL LESSONS, NO. 2 

6. A great freshet, rain, fog, mist, cloud, hurricane, wind 
storm, blow, blast. 

7. The warm air, ether, atmosphere, fluid, liquor, steam 
vapor, smoke, flame, blaze. 

8. A cup of water, cider, beer, tea, coffee, milk, cream 
wine, cordial, spirit. 

9. A barrel of water, cider, beer, tea, coffee, milk, cream 
wine, cordial, spirit, 

10. A hogshead of water, cider, beer, tea, coffee, milk 
cream, wine, cordial, spirit. 

DIRECTIONS. 

Read the phrases that relate to animalsy and supply the 
ellipsis, as: A great man. 

A great woman. 
A great boy. Etc. 

Read the word small instead of the word large. Read 
some other qualifying term instead of great. Observe that 
the names under the head animals j are not all names of ani- 
ma/s, but relating* to animals. Man, is the name of an an- 
imal, but brother is only a relative term^ relating, in a certain 
condition, to animals. Heady and feety and hands, are not 
names of animals, but they are names of parts of animalSy 
and not of vegetables, mineralSy liquids. Spike is not the 
name of a mineraly but the name of an article made of some 
kind of mineral. You should observe such things without 
being told. 

Recite the main principles of language. The general 
relatives. The parts of speech. Recite the personal pro- 
nouns. The auxiliaries. The first conjugation, second, 
third. 



SOCIAL LESSONS, NO. 3. 

Simple and Complex Combination of }Vo7^ds and Sentences^ 

1 . Simple cowMnation^'is joining the same adjective to dif- 
ferent nounSj the same adverb to different verbs^ &c. or it 
is joining the same word of one part of speech with differ- 
ent words of another part of speech; or the same sentence 
with different sentences, thus: 

I walk, I step, I run, I jump, I hop, I skate, I swim. 
Men walk, women walk, boys walk, girls walk, ladies walk. 

2. Complex combination, is joining different words of one 
part of speech to different words of another, thus: 

I walk, a woman steps, a horse runs, a toad hops, Sec, 
A long stick, a short board, a broad plank, a round log. 
He writes elegantly, speaks distinctly, sings excellently. 

A man was ivalking^ a bird was flyings a fish was sivim- 
ming. He was creeping under the fence^ she was tvalking 
over the bridge. He was creeping under the fence y the 
gatCy the bar J the pole. 

This piinciple of combination I trust will recommend it- 
self to the notice of parents and teachers, in a favourable 
light. It is indeed to the opening mind an intellectual par- 
adise, in which it may enrich itself in the boundless fields of 
thought forever fresh. The very young child may by this 
principle construct thousands of proper sentences that it mar 
call its own, instead of reciting mere words from the spelling 
book without ideas. 

Mary, you will now have a writing book on purpose for 
these lessons. I wish you to be very particular with your 
Chirography and Orthography. Your lessons must all first 
be written upon the slate, and inspected before being writtei 



132 



SOCIAL LESSONS, NO. a. 



in the book. 

combinations. 

ciple. 



You may call ten similar examples a class of 
and you may write a page from each prin- 



PRINCIPLE 1. 



3, Tlie same object has diffe^^ent Properties, therefore dif" 
ferent Adjectives may be joined to the same iVoww.* 



4 — 2. First class. 



Sweet apples. 
Sour apples. 
Bitter apples. 
Soft apples. 
Hard apples. 
Large apples. 
Small apples. 

8 Tough apples. 

9 Tender apples. 
Ripe apples. 



Second class. 

Red peaches. 
Yellow peaches. 
White peaches. 
Green peaches. 
Heavy peaches. 
Light peaches. 
Smooth peaches. 
Rough peaches. 
Juicy peaches. 
Dry peaches. 



Third class. 

Mellow pears, 
Sound pears. 
Summer pears. 
Winter pears. 
Fall pears. 
Spring pears. 
Orange pears. 
Good pears. 
Handsome pears. 
Beautiful pears. 

5 — 1. What objects do you intend tp take to describe? 

6 — 2. Different kinds of garden sauce, trees, animals, 
houses, ships, goods, instruments, furniture, liquids; town, 
city, landscape, multitude, company, army, court, nation, 
empire, church. 

PRINCIPLE 2. 

7. Different objects have similar Properties, therefore the 
same Adjective may be joined to different Nouns. 

8 — 2 How easy it is to see the application of this prin- 
ciple. I have given my brother many lessons of this kind, 
and find them very interesting. No. 2,149. 

9 — 1. You may write a class from each of the examples 
you gave at No. 2, 16, and as many more as you please. 

10 — 2. I am, in the first place, to tell what is large. It 



^ Rule Adjectives belong to nounfi. No. 4, 17. 



SOCIAL LESSONS, NO. S. 



13S 



is only by compaHson that any thing is large or smally 
v^Qod or had. 



good or had. 

First class. 

1 Lar^e apples. 

2 Large peaches. 

3 Large pears. 

4 Large plums. 
6 Large grapes. 

6 Large cherries. 

7 Large oranges. 

8 Large lemons. 

9 Large figs. 

10 Lars:e almonds. 



Second class. 
Small trees. 
Small limbs. 
Small boughs. 
Small branches. 
Small leaves. 
Small flowers. 
Small buds. 
Small bushes. 
Small sprouts. 
Small blades. 



Third class. 
Great houses. 
Great palaces. 
Great buildings. 
Great barns. 
Great sheds. 
Great ships. 
Great boats. 
Great barges. 
Great rafts. 
Great vessels. 



1 1-— L Pronounce the nouns in the singular number, again 
with the rising inflection, now with the falling, nov/ with the 
adjective. Pronounce the firs': class very low and soft, the 
second class a little higher and a \iii\Q louder, the third class 
higher still, now low and abrupt. 

12. When I ask you to spell, I wish you only to came 
the letters. What letters represent tlie sounds in the word, 
large ? You will say, 1-a-r-g-e. What in apph?s ? a-p-p-l-e-s. 
Make a pause between the syllables, in this way spell 
the words in the first class. 

13. Now utter the simple sounds in each word of the sec- 
ond class. 

s-m-a-Il t-r-ee-s, b-r-a-n-ch-e-s, I-i-m-b-s. 
What do you call those vocal sounds which are not vowels.^ 
Read the verb, buy, in the first person singular, as: I buy 
large apples^ Sic. Conjugate in the third conjugation, thus: 
*' I could buy large apples, I might do it, I ivoiild^ I should, 
I did buy them. I bought them, I do buy them, I bvy them, 
I shall J I ivill, I may, I can, I must. Now read the same 
negatively, as: I could not buy large apples. Now interrog- 
atively, as: Could I buy large apples'! Sfc, Now impera- 
tively: James, buy large apples. What other verb can we 
apply to these phrases? 

14. Now as we have a great many objects of the same 
kind, it becomes necessary to have words to specifj, define 
and number, or point out tohich or how many. 

12 



134 



SOCIAL LESSONS, NO. 3. 



PRINCIPLE 3. 

15. The same Article or defining Adjective may be joined 
to different JVoims, No. 2, 57,* 

16 — 2. I have written a page according to this principle, 
1 will read you a few classes. 



1 

3 
4 
5 
6 
7 
8 
9 
10 



First class. 
One man. 
woman 
person 
boy 
girl 
child 
lad 
lass 
son 
daughter 



Second class. 

A gentleman, 
lady 
master 
mistress 
husband 
wife 
An uncle 
aunt 
brother 
sister 



Third class.. 

Two doctors, 
ministers 
teachers 
governors 
lawyers 
judges 
jurors 
tutors 
professors 
pupils 



17 — 1 . Read a descriptive adjective between the defining 
adjective and noun, thus: ''one strong man." Read the 
nouns in the first class, that denote the masculine gender^ 
the feminine; those that are common. Read the nouns of 
one syllable, of two, of three. 

PRINCIPLE 4. 

18. Different Articles or defining Adjectives may be joined 
ivith the same Noun. 



First class, 
19. 1 A peach. 

2 The peach 

3 Every peach 

4 My peach, peaches 

5 Our peach 

6 Thy peach 

7 Yonr peach 

8 His peach 

9 Her peach 
\ 10 Its peach 

1 1 Their peach 



Second class. 

1 One peach. 

2 Each peach 

3 Some peaches 

4 Any peach 

5 This peach 

6 That peach 

7 These peaches 

8 Those peaches 

9 All peaches 



*Rui*E. Articles belong to nouns. No. 4^ 17. 



SOCIAL LESSONS, NO. S. 

PRINCIPLE 5. 



135 



^, The same Adjective may be joined with different sec* 
ondarij Adjectives or Adverbs.^ 



First class. 

1 A very sweet apple, 

2 Anextremelj 

3 An uncommonly 

4 An unusually 

5 A sugar 

6 A honey 

7 A bitter 

8 A pleasant 

9 A sickish 

10 A sufficiently 



Second class. 



The words in this 
lesson that express 
the degree of sweet- 
ness in the apple ^ 
are generally calU 
ed adverbs. Dr. 
Webster calls them 
raodijiers. Mr. Car- 



dellj secondary adjectives. 



That is about right, 
nearly 
just 
almost 
entirely 
perfectly 
certainly 
absolutely 
undeniably 
undoubtedly 



Third class. Fourth class. 

21. 1 A Russia iron stove. A fire red bird. 

2 cast Which are sec- deep What does fire 

3 sheet ondary adjec- dark qualify"^ It is not 

4 wrought /ires? What do bright a fire bird^ but 

5 Jersey they qualify 1 pure afire reb bird. 

PRINCIPLE 6. 

22. As every thing must be said to exist or not to exist, 
the name of any thing may be joined with the verb to be, 
and its auxiliaries. 

23. C Solidity is — from touch only. How heavy is it't 

Primary J Extcnsiou is — from sio;ht and touch. How Ions; is it ? 

( r igure is — from sight and touch. What is its shap^f 

24. [Sounds are — from hearing. 
Tastes are — from taste. 
Secondary Colors are — from seeing, 
qualities. ^ Smells are — from smelling. 

Motion is — from seeing and touching. 
Rest is — from seeing and touching. 

*Ri7LE. Adjectives are modified hy adjectives and adverbs. No. 4, 17 



136 



SOCIAL LESSOJSS, JNO. 8. 



25 — 2. Will you examine these examples, sir? 



General 
terias. 



First class. 

1 Objects are. 

2 Things are 

3 Beings are 

4 Spirits are 

5 Animals are 

6 Vegetables are 

7 Minerals are 

8 Liquids are 

9 Thoughts are 
Motives are 



What objects are? 

Queition. 

Inqnirv. 

Ir.ierrogdlioiu 



Second class. 
Men are. 
Horses are 
Oxen are 
Sheep are 
Swine are 
Dogs are 
Cats are 
Wolves are 
Lions are 
Tigers are 



^? 



bjvJCCi- 



PRINCIPLE 7. 

26. The same object may be related to many diffcreni 
thingSj iherefo7'e different things can be affirmed of the same 
subject, or of different subjects may be affirmed the sam& 
thing. No. 2, 21, 

27 — 2. Like these, do you mean? 





First class. 




Second class. 




1 


That man is a being.* 


James is a stranger. 




2 


a thing 




friend 




3 


Conjugate, an object 


Pronounce laborer 




4 


a creature 


the nouns, mechanic 




5 


an animal 




carpenter 


Rela- 


6 


a m.an 




joiner 


' tive 
terniij. 


7 


a son 




journeyman 




8 


a father 




Christian 




9 


a brother 




singer 




10 


a husband 




teacher 






Third class. 




Fourth class. 


28. 


1 This metal is gold.* 


This 


instrument is not steel . 




2 This plate 




tool 




3 This ring 




knife Read these ex- 




4 This watch 




awl amples in the flu- 




5 This chain 




o-raver rat number. 



»RuJ-E. The verb to he, has the same case after it aabefore it. 



SOCIAL LESSONS, NO. 3. 



137 



PRINCIPLE 8. 



29. Of the same object maybe affirmed its different qual- 
ities ^ shoioing its condition or state of existence; or of dif- 
ferent objects may be affirmed the same quality. 



30— -2. 



First class. 



1 
2 
3 
4 
5 
6 
7 
8 
9 

10 
11 



Some objects are large, 
long- 
thin 
smooth 
hard 
heavy 
limber 
touo-h 



What objects are 
largel S^c. 
What ivord de- 
fines objects! 
What do you 
understand by 
an object? 



new 

handsome 

valuable 



You may make use of all 
the defining adjectives in 
writing upon this princi- 
ple, you may use the pro- 
nouns , as : he is good. 

Select any objects you 
please for agents, {Such 
of course as loill do to 6« 
read in schools.) 



3!. Second class. 

1 That large house is very beautiful/ 

-2 garden 

3 farm 

4 town 

5 state 

6 territory 

7 republic 

8 kingdom 

9 empire 
10 region 



What is -l 



exquisitely fine? 
perfectly fair 
consummately bad 
extremely good 
exactly right 
wickedly ignorant 
widely different 
mostly vicious 
wholly obnoxious 
seemingly vain 






32. From each of these texts (31) I wish you to compose 
ten sentences, thus: 1. The music was exquisitely fine. 
2. What was perfectly fair? "His dealing was perfectly 
fair." You may have your choice in the agents, only apply 
the texts in their approved sense. 

33 — 2, I suppose that I may use the noun, pronoun, ad- 
jective, defining adjective or article, secondary adjective or 
adverb, and any line of the first conjugation. 



* That large, house is a very beautiful building. 
12* 



133 



SOCML LESSONS, NO. 3. 



34 — 2. I was iliinhng of my lessons the other day, as 1 
teas walking and saying thus to myself: I am — going. I 
am — moving. I am — progressing. I am — stirring. I am — 
walking. I am — stepping. Then suddenly stopping, said: 
1 still am. I am — standing. I am — looking, i am — • 
breathing. I am — not moving. 

35 — 1. Then you fairly make out that you must 6e, 
whether vou move or not. 



PRIxVCIPLE 9. 



36. TTie same object may be doing different actions, or dij- 
f event objects may be doing ike same action. 



37—2. 

1 
2 
3 
4 
5 
6 
7 



First class. 



These young ladies are 

Conjugate some of 
these sentences. 
Read the lessonneg- 
atively^ interrogative- 
ly , Is the agent sin- 

8 gi( lar or 'plurall 

9 Read the lesson in the 
10 singidar number. 



kvAtiing.*^ 

se'wing 

Etitclmig 

hemming 

hdisiing 

bordert??.g- 

ruffling* 

sprig;^'mg' 

fiowe ring 

working* 



From what is ike 
word kniiting deriv- 
edl sewing ( Spell 
the present partici- 
ples. Spell the verbs 
Jrom- ivhich they are 
derived. Pronounce 
the verbs, pronouncs^ 
the participles. 



2 
3 
4 
5 
6 
7 
8 
9 
10 



Second class. 

1 A great many YiiiX^ roguish boys were fishing. 

lads 
What does great qnalify? 
In luhai number are the 



nouns f 

mon gender ? 



lesson. 



TVliick are corn- 
Read the 

Noiv read it in 



children TVhat else could 
fellows they be doing. 
scholars Read the lesson 
youths negatively, inter- 
masters rogatively. Em- 
servants phasise the nom- 
waiters inaiive. Conjugate 
slaves some of the sentences. 

39—1. Turn to No. 2, and read a few pag^s. No. 2, 4, ^ 
Mention the names of some beings, spirits, names applied 
id mankind. 



the singular number, 
What ivcrds will 
omit ? 



I'OU 



* Rule. Paiticiples relate to nouns aad pronoaa». 



SOCIAL LESSONS, NO. S 139 

EXA3IPLE 10. 

40. The same object mcnj receive differeiit effects from the 
isame cause, or^ different objects may receive the same effect 
from the same cause, or from different causes. 



41—2. 




First class. 




1 Her 


kind father was 


murdered bj 


a robber. 


2 


mother 


waylaid 


highwayman 


3 


parent 


stopped 


freebooter 


4 


husband 


robbed 


plunderer 


5 


friend 


insulted 


pillager 


6 


companion 


frightened 


thief 


7 


protector 


shot 


soldier 


8 


guardian 


bruised 


sailor 


9 


neighbor 


stabbed 


stranger 


10 


mistress 


left 


foreisrner 



42 — 1. From what are participles derived? (No. 2, 2L) 
Read the participles in the first class, tenth prin'-iple. Read 
the verbs from which they are derived. Read the partici- 
ples in the lesson that end in ed, 

(All verbs that do not form their imperfect tense and per- 
fect participle by adding' e, or ed, to the present tense, are 
called irregular' No. 3, 73.) 

Read the regular verbs in this lesson, now in 37. The 
41st lesson is an example cf complex combination. We 
will make the simple combinations first. Which words are 
in the nominative case? Read each nominative and its qual- 
ifvin^ words with the verb, was. Now read them, and state 
a condition by adding the word, murdered. Again, with 
the word, toaylaid. What participle will you take next? 
Read, which next? Read the column in the same way. 
Now, Mary, can you tell me Vi^bat combination to be made 
next ? 

43 — ^2. I must next suppose " her kind father was mur- 
dered by all those causes, then her raoiher by all of them, 
and so on. Next I must suppose each tfcey /aid by them. 
Next stopped by them, and so on. 

I can conjugate each sentence thus: 

Her kind father could have been murdered by a robber, 
might have been^ &c. 



140 



SOCIAL LESSONS, NO. » 



PRINCIPLE 11. 



44. Every object has prcperiies and parts ^ action or rest, ^ 

45 — 2. I have written here a few examples, which I wish 
you to examine before I write them in mj book. 





First dass. 




1 


Uncle John's fruit has 


sweetwess. 


ness, denotes qnality. 


2 




sourness 




3 


In which conjuga- 


tenderness 




4 


tion are the exam- 


toughness 




5 

6 


ples! Conjugate 
some of them. 


softness 
hardness 


> Abstract nouns. 


7 


What part of speech 


roundness 




8 


follows has in these 


redness 




9 


examples ? 


whiteness 


From what art 


10 




pleasantness^ 


they derived? 


46. 


Second class. 


Third class. Foarth class^ 


I 


It has grown. It has b 


sen growing. It has been grown. 


2 


enlarged 


enlarging enlarged 


3 


ripened 


ripening ripened 


4 


reddened 


reddening reddened 


5 


sweetened 


sweetening sweetened 


6 


soured 


souring soured 


7 


toughened 


toughening toughened 


8 


softened 


softening softened 


9 


fallen 


falling fallen 


10 


rolled 


rollino; 


rolled 



What part of speech follows has in the above examples? 
Conjugate . Spell the verbs from ivhich the participles are 
der^ived. Pronounce the participles derived from the regu- 
lar verbs. 



* A broad distinction is made between what meets our senses^ and 
what exists only in imagination^ and between what is constantly 
present, and what appears for a moment and ever afterwards must 
depend on memory and reflection. 

It appears to be so with objects and actions. Objects we see 
and feel, but it is hardly true to say that we see actions. We see 
objects while they act. This appears to make the difterence between 
having objects and having actions', they both are equally i'^'^'****- 



SOCIAL LESSONS, NO. S. 141 

47 — 1. Marj, have I told you any thin^ of the possessive 
case of Douns? 

48 — 2. No, sir, but I believe I understand something 
about it. I vvill vFrite you a few examples on my slate. 35. 
John's: TAe possessivt ca^c implies possession. No. 2, 
148—9. 

. 49 — 1. Some bouy owns all these things. Whose house 
is that? Whose coach is (Lis? In what case must the nouns 
be that imply possession? How are lh3y distinguished from 
the other cases? 

PRINCIPLE 12. 

50. AUhougfi objcds mtist be, crA have qualities in order 
to act, it is not necessary in zuj^iting or speaking of them to 
notice it. 

51 — 2. I perceive that a thing cannot acMvithout ^6i/?o-, 
but it may be said to he withoiit acting. No. 3, 22. ISlj 
pen now is on the table. I take it. I ivrite with it. 1 
move it. It moves, it holds the ink, it sheds the ink, the ink 
marks the paper, the paper receives impressions, 1 shape 
the letters, the letters /or?]i words, the words signify thought. 

52 — 1. When thou dost say, '^ I move the pen," thou 
dost not express either the existence of thyself or pcUy but 
nevertheless thou and the pen are. Unless thou wert thou 
couldst not move either thyself or any thing else; were not 
the pen it could not be moved^ hy thee or any thing else. 
Thou art when thou dcst r^iove the pen, or when thou d.ost 
any act. 

ed, but they do not alike strike the senses. I tvalked this morning. 

Have I not the act ofivalking as truly as I have— —my frame ^ 

myself? 

I have — an apple. I had— an apple. 

I have — had an apple. I had — had an apple. 

I have — bought an apple. I had — bought an apple. 

I have — been buying an apple. 1 had — been buying an apple 

It has — been bought. It had — been bought. 

It has — been a sound apple. It had — been a sound apple. 

It has — to be a sound apple. It had — to be a sound apple. 

Rule. Have governs nouns, pronouns, phrases and sentences. 



142 



SOCIAL LESSONS. NO. 3. 



53 — 2. First class. 

1 What does it .'* He does it 

2 Who fashions it? 

3 forms it? 

4 shapes it? 

5 smooths it^ 

6 paints it? 

7 decks it? 

8 polishes it? 

9 supports it? 
10 governs it? 



Who? 



Conjugate one of 
these sentences. 
He J may relate to 
any one of the male 
kind; do^ to any 
action^ it, to any 
object or idea. 



Second class, 
-doth it. What? 
fashionethit. 
forraeth it. 
shapeth it. 
smootheth it. 
painteth it. 
decketh it. 
polisheth it. 
suppoiteth it. 
goverceth it. 



rRINCIPLE 13. 

51. The same object may be, have, or do, in different 
places, therefore different prepositions may be joined to the 
same nonn.^ 

First clnss. Second class. Third class. 

I It is on ihQ floor. It hCis fallen to the floor. It falls fo the floor. 



o 


urion 






upon 


upon 


3 


over 




spread 


over 


over 


4 


above 




lain 


above 


above 


5 


under 






under 


under 


6 


beneath 






beneath 


beneath 


7 


undernea 


th 




underneath 


underneath 


8 


below 






below 


below 


9 


in 






in 


in 





iuto 






into 


into 



55 — 1. Tell me hov/ you would teach John this lesson. 

56 — 2. I would saj, John, What is the fifth main principle 
of lang'uage? No. 2, 53. Then I would say somethincr like 
this: Where can you 2valkl Where can you sleepl Where 
can an ox feed? Where can a bird build a nest? Where can 
a bird fly? Where can a squirrel run? Where docats^catch 
mice? Where do dogs watch goods? When you say: Dogs 
watch goods in stores, which word points out the place of 
the dog's watching? What kind of goods can a dog watch 
in a store? up chamber? down cellar? out doors? under a 
wagon? What is between here and Boston? W^hat is beyond 



Rule. Prepositions govern the objective case. 



SOCIAL LESSONS NO. 3. 145 

?oston? What is around it} What is xoithin it} Whatg-oci^? 
rom it ? What goes to it ? 

57 — 1. You may, too, place something in jour hand, a 
encil or knife, let him look at it, and saj: Where is the 
£:nife? He will. of course say: It is on or upon your hand. 
Then raise it a little, and say: Where is 'it now? above, 
)ver, then put it under your hand, and ask him where it is, 
hen between your fingers^ and so on. 

58 — 2. In these exercises I can teach him some of the 
)arts of speech. 

PRINCIPLE 14. 

59. Tlie same object may be represented as doing the 
\ame act at different times, or different acts at the same time: 
ir being in the same condition at different times , and differ- 
mt conditions at the same time. 

0—1. First class, 

1 Several iveeks ago he thought of it. Of what? where? 
Some time ago When did he think of it'l in which 

3 A fortnight ago conjugation is this class 1 Which word 

4 A month ago is agent? what pey^sonl number! gen- 

5 A year ago derl Which part of the sentence relates 

6 Many years ago to timel Which word is a preposilionl 

7 Four years ogo What words or phrases can you supply 

8 Seven years ago in the place of the word, iil 

9 A good while ago 
10 A great while ago 

51 — 2 Second class. 

1 That pious young man was frequently most shamefally abused. 

2 What do you call is often Who was abusedl 

3 those words that de- sometimes What kind of a 

4 fine and qualify the constantly man? Where was 

5 agent in this class? always he abused? how? 

6 Why is it that we usually JBy whom do you 

7 can join more than generally suppose? Mention 

8 one qualifying icord commonly some pa^^ticular time 

9 to the same name? now & t\\QVi for abmin^lihe man. 
10 No, 2, 15. JVo. 3, 2. oft-times 



f44 SOCIAL LESSONS, NO. 3. 

62. Third class. 

1 Soma thing is going* tliare now very slowly. 

2 was moving* already inoderately, 

3 TVkat Ihing or stirring to-day carefully. 

4 object 1 How doing yesterday justly. 

5 gomgl WiiCTc"^ acting long* since properly. 

6 IVkenl working long ago profitably. 

63 — 2. Fourth class. 

You ask: ^^Hovr going?" The bird was flying over the trees. 

fi»h swimming in what. '^ 

snake crawling on 

dog running from 

()4. Fifth class. 

For the future I shall perhaps be a little more careful. 

Tomorrow peradventure much less 

Hereafter possibly What qualifier the icord 

Henceforth perchance careful'^ 

Henceforward Which is the a gent "? the verb"? What does 

By and by careful qualifu? Which words express 

One of these dv.yz doubt? Which relate to time? 

65, MarTj can any thing move without taking up some 
TIME? Just try the experiment. Move your hand or wink. 
Then as a thing cannot be, have or do without taking 
up time, VERBS must be associated with the idea of time. 
Speak a few sentences. 

G6, I teas there. I had walked there. I ivalhed there. 

67. Do those sentences relate to past time, 'present, or 
future? Speak some now that vrill have reference to 'present 

time. 

68. I am here. I Aare walked here. I w;a/A; here, 

69. Now some in ih^ future time. 

70. I shall he here. I shall have walked here. I shall 
walk here. 

71 When you command or entreat a person, in what 
mood do you speak.? No. 2, 68, 111. Read what is there 
written. 



SOCIAL LESSONS, NO. 3, 



145 



TTlie verb in the imperative mood is used in its simple 
form J tuilhout any variation, and always has reference to fu- 
ture time. In the indicative it is varied on account of per- 
son and time. 

EXAMPLE. 

Imperative. Indicative. 

72. John, Tvrite as thou writes^ generally. 

In what person Charles writes In ivh at time is write ^ 
is thou"? he wvitelh In what time is wrote"? 

Charles? he? he wrote No. 1, 234. 

73. AM verbs, that do not form the imperfect tense and 
perfect participle by adding d, or ed^ are called irregular. I 
here give you a list of 

IRREGULAR VERBS, 



In the Imperative and Indicative moods. 



First class. 



Read the 
present 

tense in the 

indicative. 
George 

beseeches 

him. 



Present tense. 

George, beseech him, as he 
bind Hie present 
bleed payiiciple is 
bring formed from the 
buy present tense of 
catch the verb, and al- 
chide ways ends in 
feed ing*, as: 
%bt, fighting 

fling, flinging 

grind, gri^irfing 

hear, hearing 

hold, holding 

keep, keeping 

lay, laifwg 
What other lead 

leave 

lend 

lose 

meet 



name can 
you read 
instead of 
George? 



pay 



Pa.4 tense and perfect participle. 

besought thee, 
bound 

bled Head in the first 
brought conjugation. I 
bought am besought, I 
caught am bound. Read 
chid in the second con- 
fed jugation. I have 
fought been besought. I 
flung have been be- 
ground seeching. I have 
heard hesought. 
held 
kept 
laid 

led Read negatively. 
left George, lead not 
lent him as he lead 
lost thee. Now inter- 
met rogatively. 



13 



146 



SOCIAL LESSONS, NO. S 



Present teuse. Past tense and perfect participle. 

George, lend him, as he lent thee. 





read 


read 


Does George lead 


Wmte a 


say 


Men sell said 


him as he lead thee 1 


different 


seek 


goods. sought 


Write the same agent. 


agent to 


sell 


Men sell sold 


same auxiliary ^ dif- 


each verb J 


send 


cloth. Men sent 


ferent verbs and ob- 


nnd ten 


shoe 


sell cotton, shod 


jects. 


different 


shoot Men sell shot 


I may lead a horse. 


nouns in 


sit 


flax. Men sat 


I may leave an ox . 


the ob- 


sling 


sell hemp, slung 


/ may lend a dog. 


jective 


speed 


Men sell sped 


I may lose a coiv. 


case to 


spend 


wool. Men spent 


I may meet a sheep. 


eachy 


spin 


sell silk, spun 


I may pay a debt. 


thus: 


stick 


Men sell stuck 


I may lend a bow. 




sting 


hats. Men stung 


I may read a book. 




sweat sell shoes, swet 


I may say a word. 




swing 


Men sell swung 


Let the pupil have 




teach 


gloves. taught 


the privilege of writ" 




tell 


told 


ing different agent» 




think 


thought 


, as well as objects. 




win 


won 






wind 


wound 
Second class. 




Present ten 


»e. 


Past tense. 


Perfect participlcj. 


74. Blow i1 


t, as it blew it, and it w 


dl be blown. 


Break 




broke 


broken 


Choose 


chose The little ivord, chosen 


Draw 




drew ity stands in the drawn 


Drive 




drove place of 


the driven 


Drink 




drank name of any drunk 


Forsake 


forsook OBJECT or idea forsaken 


Freeze 




froze you please 


to frozen. 


Give 




gave suppose . 


given 


Hew 




hewed 


hewn 


Know 




knew 


known 


Lade 




laded 


laden 


Rive 




rived 


riven 


See 




saw 


seen 


Shake 




shook 


It has shaken it. 


Sha^e 




shaved 


shaven 



SOCIAL LESSONS, NO, 3. 



14t 



Present lenae. 

Shear it, as 

Show 

Slay 

Slide 

Smite 

Steal 

Strow 

Strew 

Swear 

Take 

Tear 

Throw 

Tread 

Wear 

Weave 

Write 



Past tense. 

sheared 

showed 

slew 

slid 

smote 

stole 

strowed 

strewed 

swore 

took 

tore 

threw 

trod 

wore 

wove 

wrote 



Read in the sec- 
ond conjugation^ 
as J It has 

And thus. 



Perfect pariiciple*. 

it, and it will be shorn, 
shown 
slain 
slidden 
smitten it. 
stolen 
It has been strown by it. 
It has been strewed by if. 
It has been sworn by it. 
taken 
torn 
thrown 
trodden 
worn 
woven 
written 



Third clasi. 



Present tense. Past tense. Perfect parliciplet. 

75. Begin it as it begun, or began it and it will be begun. 
Build builded built built 

Eat eat ate eaten 

Ride rode rid ridden 

Ring rang rung rung 



Sing- 
Sink 
Spit 
Spring 
Stride 



builded 

eat 

rode 

rang 

sang 

sank 

spit 

sprang 

strode 



sung 

sunk 

spat 

sprung 

strid 



sung 

sunk 

spat 

sprung 

stridden 



Present tense. 



76. 



Bite it 

For2:et 
Hide 
Strike 
Work 



as 



Fourth class. 

Past tense. 



Perfect participles. 



he bit it, and it will be bit or bitten. 

forgot forgot forgotten 

hid hid bidden 

struck struck stricken 

wrought wrought worked 



Read all the irregular verbs in the third person singular^ 
indicative moodj he or it for the agent, him or it for ob- 
ject, as: He beseeches him. He binds him. Observe that 
tlie verb ends in s. 



148 



SOCIAL LESSONS, NO. S. 







Fifth class. 




Present (ense. 




Past (ense. 


Perfect participle* 


77. Awake him. 


I aivoke him, therefore he is awaked. 


Bend it. 




I bent it, therefore it is 


bended or bent 


Bereave 




bereft 




bereaved 


Cleave 




clove, 


cleft 


cleft or cloven 


J)eal 




dealt 




dealt, dealed, 


Dig 




dug 




dug, digged 


Gild 




gilt 




gilt, gilded 


Gird 




girt 




girt, girded 


Grave 




gravec 




graven 


Hang 




hung 




hung, hanged 


Load 




loaded 




laden 


Mow 




mowec 


1 


mown 


Saw 




sawed 




sawn 


Shape 




shapec 


1 


shapen, shaped 


Slit 




slit 




slit, slitted 


Sow 




sowed 




sown 


Spill 




spilt 




spilt, spilled 


Wax 




wa!ied 




waxen 






Sixth class. 




Present tease. 




Past (ense. 


Perfect participle* 


78. Burst the bottle. It 


burst yesterday. 


It is burst. 


Cast 


be 


11 He 


cast it then 


cast 


Cut 


stick 


cut 


cut 


Hit 






hit 


hit 


Hurt 


him 


hurt 


hurt 


Let the hon 


ie 


let 


let 


Put 






put 


put 


Set 






set 


set 


Shed 






shed 


shed 


Shut 






shut 


shut 


Slit 






slit 


slit 


Split 






split 


split 


Spread 






spread 


spread 


Thrust 






thrust 


thrust 



Observe that the verbs in the sixth class are not varied 
to express the imperfect tense and perfect participles. 
The horse is let. I have let him. I let him every day. 
He was let, I have let him. I let him yesterday. 



SOCIAL LESSONS, NO 3. 



149 



Seventh class. 



Pre«eat tense. 

79. Rise ye, 
Arise ye 
Strive 
Fly 
Grow 
Swear 
Lie 
Sit 
Go 



?-0. Present tense. 

Abide with us. 
Shine upon us. 
Creep to it. 
Sleep on it. 
Dwell among us. 
Flee from us. 



Past tense. 

we rose, we were 
arose 
strove 
flew 
grew 
swore 
laid 
sat 
went 



perfect participles. 

risen before light. 

arisen 

striven with 

flown 

grown 

sworn 

lain 

sat 

gone 



Eighth Class. 

Past tense. 

He abode here. 
It shown upon it. 
It crept to it. 
It slept on it. 



Perfect participle*. 

He was abode with. 

It was shown upon 

It was crept to. 

It was slept on. 
They dwelt among us. We were dwelt among. 
They fled from us. We were fled from them. 

We were fled from by them. 



Be careful that you do not use the imperfect tense of the 
irregular verbs where it is proper to use the perfect partici- 
ple. The imperfect tense is used only on the fiftli line of the 
third conjugation. No. 2.23. Ao. 4, 11. Read all the 
irregular verbs, taking the pronoun, if, for the agent or sub- 
ject, and for the object or predicate, No. 2, 27, thus: It be- 
sought it. It bent it y Sac. Read again, using the auxiliary, 
didy which is the imperfect tense of the verb, do, and requires 
the present tense after it, thus: I did beseech it. I did bend 
it, 8lc. Some are in the habit of saying: I done it. He 
done it. Who done it? They should say: I have done it, 
or I did it, or I did do it. You should not say: I seen him 
do it, but I have seen him do it, or I did see him, or I saiu 
him, or he ivas seen by me. 

81. Bear in mind that the principal object here is Time, 
as it relates to language. You need not study any book to 
learn that every action requires time', but to learn how to 
express the different relations of time, demands attention 
and practice. Repeat the relatives of time. (No. 2, 59. 
No. 2, 105. No. 3,65.) 
13^ 



150 



SOCIAL LESSONS, NO. 3. 



82. Time of necessity must be present, and actions can 
take place only in 'present time^ but we have occasion to 
speah of actions and events as pasf, present^ ?i\\i future. 



83. 1 It was bent before he came. 
2 1 hadhQui it until 



3 I bent it 



It is bent 



ivhen 
ivhile 
after 
since 

now. 



I Past Time. 



I have bent it since he came. > 2 Present Time. 



I bend it 



1 It shall be bent 

2 I shall have bent it 

3 I shall bend it 



often 
before he comes. 

when 
while 
after 



3 Future Time. 



54. He said I could bend it before he did 



might 
would 
should 
bent 
He saijs I bend it 

shall bend it 

will 

may 

can 

must 



had. 

was ready. 



until 

when 

while 

after J since 

before he does. 

until he has done it. 

ivhen 

ivhile he does it. 

after he has done it 



fi5. If he could have done it before nine o'clock he would. 
If he could not have done it until then it would have been well. 
If he could have done it when I saw him, he would. 
If he could have done it while I saw him, he would. 
If he could have done it after that time he certainly would. 
If he could have done it since yesierday he would. 

^Q. If ho had done it before that time I would have done thus and so. 
waited until that time 
gone when\ was there 
while I was there 
after that time 
sincQ that time 



SOCIAL LEwSSONS, NO. 3. 151 

S7. If he have done it at any time before asking yoo, he is blameable, 
has 
have waited at any time until he could ask you, he is 
has lohen 

while 

after he had been told 
since he has 

88. If he shall have done \i before that time it shall be well. 

will have waited until I arrive I will do it for him. 
may have waited ivhenl am there, what matter? 
can have waited ivhile it is done, I shall rejoice. 
If he must not have written until after I have, the letter: cannot be sent 

89. If he could have it done before that time it would do. 

might tomorrow 

would next week 

should 

had 

have or has it will do. 

shall 

will 

may 

can 

must 

90. Verbs and Participles have reference to actions as te- 

ing CONTINUED or COMPLETED. 
EXAMPLES OF CONTINUED ACTION. 

In past Time. 

91. It was strained contmually from morn until night. 
It had strained the wire an hour before he came. 

It had been strained an hour sometime during the day. 
It strained the wire constantly ivhile I was there. 
He being: strainins: the wire, it could not be seen. 
It being strained constantly ivhile I was there, 8lc. 
They, having been straining it an hour sometime before 

I was there, began then to slacken it. 
Their straining the wire at that time, did not hinder me 

from seeing it. 



152 SOCIAL LESSONS, NO. 3. 

In 'present Thtie. 

92. The wire is continually strainedxvhile this screw is turned. 
The power of the screw is straining the wire while I am 

iurnino' it. 

o 

The screw has to be straining the wire. 

It has to be strained by the screw. 

Being straining it, it cannot be tightening it. 

In future Time, 

93. It shall be strained until it is as fine as a hair. 
I shall be straining it until then. 

When it has been strained an hour, take it out. 
After you have been straining it an hour, do something else. 
When I have strained it so long a time, I will do it. 
Prepare the wire, and after having been straining it an 

hour, or after it has been strained an hour, let it rest. 
We will do it, or we expect to do it at some future time . 

94. EXAMPLES OF COMPLETED ACTION. 

In past Time. 

The child was completely dressed when she came into the 

room. 
The table was furnished^ the chairs were set, when we 

were called. 
They were moved twenty miles from the city, I saw them 

situated pleasantly upon a beautiful farm. 

In present Time, 

95* They are arrived within ten miles of the city. 
They have arrived within ten miles of the city. 
They, arrived within ten miles of the city, are encamped. 
They are seated at the table. The tea is poured into 
the cups, and held in the cups. 

In future Time. 

96. They are to be full bloum, and not withered by the sun. 
Tbey are to be tied together and washed white. 



SOCIAL LESSONS, NO. S. 



153 



97. It may be seen from the above examples that tho 
participles relate equally to past, present, and future time, 
and that the time of an action represented by a participle 
can be known only by the association of other words. I 
speak the word, writing'. Do you know to what time it re- 
lates? I IV as writing yesterday . I am writing now . I may 
be writing tomorrow. No variation ia the word, writiog*, 
and it is the same with every participle. 

98. A large number of profitable and interesting lessons 
may be formed by associating the relatives of time with the 
auxiliaries, pronouns, irregular verbs, prepositions, &c. I 
will give only a few examples. 

PRINCIPLE 15. 

99. An action may be done before^ until, ivhen, xchilc, after y 
or since another action. 



iOO. 

1 1 

2 
3 
4 
5 
6 
7 
8 
9 
10 



I shall do it before I 
ask him 
You may write in 

your book the names bring 

of ten different ob- buy 

jects after each verb^ catch 

and take a new agent chide 

for each verb, either feed 

singular or plural fight 

number, flin^ 



First class, 

beseech — what or whom? 

bind 

bleed 



Se careful that your 

words agree in sense 

as well as in number 

and person, Sjc. 

You can say, ^' /6e- 

seech the Lord^ Bui 

you cannot properly say^ 

'^ I chide the Lord.'^ 



101. 

1 
2 
3 
4 
5 
6 
7 
8 
9 
10 



Boys, bind the 

Add tell nouns 
instead of boys, 
ten verbs instead, 
bind, that ivill 
agree ivith the 
nouns. 



Second class. 

stalks before you 

corn 

rye 

oats 

wheat 

flax 

hemp 

books 

bundle 

shoes 



goto 
irom 
Add ten verbs in- 
stead of go, nouns 
or pronouns in- 
stead of the agent. 



school . 

church 

training 

dinner 

supper 

breakfast 

market 

sleep 

rest 

work 



154 SOCIAL LESSONS, NO. 3. 



102 


Third class.. 


1 Let it be until he 


i grinds the knife. 


2 rest 


hears 


what ? 


3 remain 


holds 




4 


keeps 


Write ten different nouns 


5 Let what be? 


lays 


after each verb, and qual- 


6 Until who grind it ^i 


' leads 


ify each noun. 


7 


leaves 




8 


lends 




9 


loses 




10 


meets 






PRINCIPLE 


16. 



103. The same thing or action may be compared with 
different things or actions^ or different things or actions may 
be compared with the same . 

COMPARISON OF THINGS OR OBJECTS. 

Marv, I wish you to understand how the word, object, is 
applied. 

104 — 2. 1 do know, I think. This pen is an object, this 
pencil is an object, this slate is an object; that man is an 
object, that boy, that girl, that bird, and that fly is an ob- 
ject. All these things are objects, but I have noticed a dif- 
ferent application of the word, object. The names of ob- 
jects, when arranged in sentences, are either agent or o6- 
jecty according to the meaning: thus in the sentence, 

The slate falls, 
the word, slate, is agent to the verb falls; but in this sen- 
tence, 

I hold the slate, 

the word, slate, is object of the verb, hold, and is said to be 
governed by the verb. 

Place the name of this object {pencil) in a sentence, in the re- 
lation of agent. A^ow so it shall he object of the verb. JVo. 2, 
27. JVpWi do the same with the name of some living object. JVow 
the name of some virtue, of some vice, of some spirit. You should 
observe the difference between real and imaginary objects, and 
between the mere name of an object and the oh}QQlit$elf 



SOCIAL LESSOISS NO. S. 155 

105. First class. 

1 John's pen is just as long as William's new pen is, 

2 ' stone pencil 

3 TVith whatis John^s pen comparedl lead pencil 

4 Mention the phrase by ivhich the com- patent pencil 

5 parison is made. Are they equally or silver pencil 

6 unequally compared! What ivord can red pencil 

7 you read instead of the adjective^ longl black pencil 

8 Which are proper nounsl Pronounce paint brush 

9 the common nouns . Which nouns imply pen knife 
10 possession"? Qualify John'^sj) en. Read middle finger 

some word instead of the word^justy in- 
stead ofJohn^s, of William^ s. 

106. Second class. 

1 Mj father's house is almost as large as thy uncle's. 

2 Our nearly aunt's 

3 Thy Whichu'ordis hardly Ifliat is un- nephew's 
' 4 Your agentl Pro- just derstood after niece's 

5 His nounce the pro- quite the icord^ un- brother's 

6 Her nouns. What precisely c/e's? Write sister's 

7 Its do they imply "l equally the nouns in friend's 

8 Their Pronounce the exactly the plural enemy's 

9 John's adverbs^ the about number im- neighbour's 

10 Jane's nouns that apparentlyp/?/mof pos- partner's 

11 Julia's imply possess^ sessionythus: 

12 Susan's ion. In what num^ uncles\ Read in 

13 Mary's ber are the nouns'? simple combination , 

107. Third class. 

1 Every girl in town has a richer dress than mine (is.) 

2 miss costlier 

3 lass In ichich de- handsomer Read the agents. 

4 maid gree of com^ softer Add other words 

5 lady parison are smoother instead of the ob^ 

6 female the adjee- nev^^er jectoftheverbyin- 

7 housewife fees? warmer stead of the object of 

8 \ . / ( ^ I Read cooler the preposition. In 

9 governess them, thinner which conjugation! 
iO landlady i^ead/Ziem thicker Conjugate the first 

in the positive degree, 'sentence. 



156 



SOCIAL LESSONS, NO. 3. 



108. 



1 It is 


twice 


2 What is 


three ti 


3 Who is 


four 


4 


five 


5 


six 


6 


seven 


7 


eight 


8 


nine 


9 


ten 


10 


twenty 



Fourth class. 

as good as that — what? 
mes bad 

Read ten words after the tcord, ihat^ 
Read the phrase, '' as good again as ^^^ 
instead of twice as good as. Write a 
class agreeing ivilh phrases like this: 
" ten per cent better //ia«." 



COMPARISOxV OF OBJECTS OR QUALITIES OF OBJECTS, BY THE 
USE OF QUALIFYING PHRASES AND SENTENCES. 



109. 



Fifth class. 



1 He is as kind as one that helps the poor unasked. 

2 like a parent vvho does what .'* to whom ? how ? 

3 kinder than teacher who pleases his pupils. 

4 doctor 

5 Read a proper minister Write ten explaining phra- 

6 noun instead of lawyer ses after each noun, xvilh the 

7 the pronoun, he, judge privilege oj talcing a differ- 

8 Mas. Fern. governor ent agent for each class. 

9 brother 
10 sister 



110. 



Sixth class. 



1 That gentleman was so kind to all present as- 

2 Who else was kind .^ attentive there 

3 Add other adjectives. 
4 



"IIL 



111. 



Sixth class. 



1 to gain a very general respect from them. 

2 What would? us 

3 me 

4 him 
^ her 



SOCIAL LESSONS, NO. S 15t 

1 12. To define a ivord is to explain it by describing the 
particular ideas it is made to represent; but what I mean 
when I ask jou to define a sentence, is to hare you express 
the same or similar^ and sometimes opposite ideas, in the 
same part of speech, and in the same construction. No. 3, 41. 

COMPARISON OF ACTIONS IN CONNECTION WITH OBJECTS, 
113. Seventh class. 

1 I write as handsomely as you do, John, or erer did. 

2 legibly 

3 plainly Pronounce the adverhs, the adjectives 

4 smoothly from lohick they are derived. Read, 

5 correctly Again, and emphasise the agents, 

6 perfectly Again, and give the falling tnfiec- 

7 expeditiously tion on the adverbs. Read ii 
3 readily negatively. JS^ow interrogatively y 
9 often as, do I writ el ^c. Noiv conditional" 

10 willingly lyl adding another sentence or clause. 

lU. Eighth class. 

1 My Peter can throw a stone ' as high as any other boy caa. 

2 roll hoop as — as 

3 fly kite as — as 

4 set snare as — as 

5 shoot gun as — as You mean of his 

6 play game as — as age^ Ipresumet 
1 tell story as — as 

8 spread net as — as 

9 climb tree as — as 
10 row boat as — as 

115. Texts. ' 

Her cheeks are redder than a rose of deepest die. 
Her eyes are blacker than a coal just charred. 
Her complexion is fairer than a lily from the meadow^ 
Her form is more graceful than. you can imagine. 
Her mind is richer than a mine of diamonds. 
Her motives are purer than 

Define each sentence in class 9. 
14 



158 SOCIAL LESSONS, NO. S. 

EXAMPLES OF COMPARISON. 
116. First clasg. 

1 I write well, (compared with writing in general.) 

2 I write very well. 

3 I write nearly as fast as my teacher. 

4 I write just as fast as he writes. 

5 I write a very little faster than he. 

6 I write much faster than he. 

7 I write as much faster than he writes as he does faster 

8 I write as fast as a man usually talks. [than Jane. 

9 I write so that almost any one can read it. 

10 I write so plain as to be understood by most people^ 
111 write like Mr. Hoppin's clerk, or like a lawyer. 
12 I write the best of any one in this street. 



1 This is a sweet apple. 

2 It is very sweet. 

S It is nearly as sweet as a pear fully ripe. 

4 It is just as sweet as a pear. 

5 It is a very little sweeter than some pears. 

6 It is much sweeter than some are. 

7 It is as much sweeter than a pear as a pear is sweeter 

8 It is as sweet as honey. [than a lemoBc 

9 It is so sweet that it makes me sick to eat it. 

10 It is so sweet as to entice them to eat of it. 

11 An apple is like a pear in some respects. 

12 It is the sweetest thing I ever tasted. What is? 

3 

1 I wrote it as he told me to write. 

2 I wrote it better than he told me to write. 

3 I wrote it as nearly as he told me as I could. 

4 I wrote it just as if he had told me how. 

5 I may as well do it as not do it. 

6 I had rather do it than to have him do it. 

7 Be so good as to do it for me now. 

8 You know better than to do so, John, I think, 

9 Bring him such as he wants. 
3(0 Do not bring too many, 

n I will endeavor to bring just enough. 



SOCIAL LESSONS, NO. 3. 169 

PRINCIPLE 17. 

117, Some nouns preceded by the preposition, of, may re- 
late to any other sensible object. 

When I say: The top — the question immediately arises: 
The top o/\vhat? The top of any thing that has an upper 
and under side. 

First class. 

1 He sent it to the top of the high hill. 

2 mountaiQ 

3 mount 

4 Define each of the other loords , tower 

5 steeple 

6 What voicel sound in the icord^ /le, castle 

7 in se7it, in itytOj ^x. Say the vow- building 

8 els . Write the top line in short handy church 

9 thus : \ /> I ^ / — -^ — tree 
10 ' mast 

Second clasf. 

1 James, let me have a part ofjouT roll o/* candy. 

2 James, let thou me thy bottle of — what? 

3 Boys, let ye me your barrel of — 

4 Boys, suffer me to have box of — 

5 basket of — 

6 TVIiat other ivords can you use bunch of — 

7 instead oj part"^ Add ten ivords field of — 

8 instead of candy ^ that u)ill agree garden of — 

9 with roll^ ten that will agree bed of — 
10 with bottle, S^x, plants of — 

TEXTS. 

1 Man's powers of mind exceed the extent of his — what? 

2 ''What is the cause of the cohesion o/" the solid parts of 

matter?" 

3 The smoothness of the surface of glass surpasses it 

4 The roughness of the corners of that table grazed it. 

5 The virtue of the laws of the State of Rhode Island. — 

6 "This leads us to inquire into the origin of this govern- ^ 

ment, and the source of its power." 



160 



SOCIAL LESSONS, NO. S. 



118. Words may be defined by stating the properties and 
circumstances, of the objects or actions they signify. 



1 
Lead. 
Lead is a metal. 
It is very heavy 
It is fusible 
It is malleable, 

or ductile 
It is lighter than gold, 

platina or quicksilver 
It is softer than any other 

metal 
It is whitish 
It is useful 
It is valuable 



Apple. 

An apple is a kind of fruit. 
It is juicy 

It is of various colors 
It is of various sizes 
It is of various tastes 
It has a core 

It has a^ number of small, 
smooth, oval, blackish seeds 
It has a smooth thin skin 
It is said to be hard, soft or 

mellow, tough or tender 
Its shape is nearly round 



Chair. 
A chair is a seat. 
It is a short seat 
It is a moveable seat 
It has four legs put together 

with rounds 
It has- a back 
Some have arms 
Some have rockers 

S 

Stool. 
A stool is a short, round seat, 
without a back 

4 
Bench. 
A bench is a long seat with- 
out a back. 

5 

Settee. 
A settee is a long seat with a 
low back and arms. 



Trie. 

A tree is a plant. 
It has branching roots 
It has a trunk or body 
It has limbs or branches 
Its branches have twigs 
It has buds, leaves, and blos- 
soms 
Some bear fruit 
It is covered with bark 
It is elastic or yielding- 
Some are ever green 

8 
To ran. 
To run is to ply the legs in 

such a manner that both 

feet are at every step oif 

the ground at once. 
To run against a post, is to 

go against it. 
To run in debt is to get 

trusted. 



SOCIAL LESSONS, NO. 3. 161 

119. DEFINITION OF SENTENCES^ OR ELEMENTS OF 

COMPOSITION. 

Method of Instruction, 

*You may read simultaneously the following piece, entitled, 
** Happiness is founded in rectitude of conduct. '^'^ 

120. '' All men pursue good, and would be happy, \i they 
knew how; not happy for minutes, and miserable for hours; 
but happy, if possible, through every part of their existence. 
Either, therefore, there is a good of this steady, durable 
kind, or there is not. If not, then all good must be tran- 
sient and uncertain; and if so, an object of the lowest value, 
which can little deserve our attention or inquiry. But if 
there be a better good, such a good as we are seeking, like 
every other thing, it must be derived from some cause; and 
that cause must either be external, internal, or mixed; in as 
much as, except these three, there is no other possible. Now 
a steady, durable good, cannot be derived from an external 
cause; since all derived from externals must fluctuate as 
they fluctuate. By the same rule, it caunct be derived from 
a mixture of the two, because the part which is external^ 
will proportionably destroy its essence. What then remains 
but the cause internal? the very cause which we have sup- 
posed, when we place the sovereign good in mind — in recti- 
tude of conduct." 

121. Each word in this piece is to be analyzed. 1st. You 
are to know the simple sounds in each word, and how to 
pronounce them, which will be practice in Orthoepy. 2d. 
You must know how to spell each word, which will afford 
practice in that part of grammar called Orthography. 3d. 
You must know of each word ^^Lether it be primitive or de- 
rivative, simple' or^^compound, and of what part of speech, 
which will be practice in that part of grammar called Ety- 
mology. 4th. You will be learning to arrana'e your words 
in sentences, and to apply the proper rules o^ govermneni and 
agreementy which will come under the head of Syntax. 5th. 

*A school-room scene, to a class of scholars of equal age and ca- 
pacity, who are supposed to huv« betn instructed injhe precediug 
piinciples. 

14* 



162 



SOCIAL LESSONS, NO. S. 



You will not only pronounce the words separately, but as.*?o-' 
ciate them in sentences, which will be the best possible way 
to perfect you in Accent and Emphasis, Tone and Express- 
ion, and all the Poicers of the voice in speech, which part 
of grammar is called Prosodij or Elocution, 

I wish you to understand the difference between studying 
merely the grammar of a language, and the study of the 
language itself. When I^ say to you: That ?irtmes of things 
are called nouns, that the%ame of this tiling is pen, that 
nouns are singular or plural, and teach you to form the plu- 
ral by adding s, thus: pen, pens, and tell you other ways to 
form the plural, as, box, boxes, bury, berries, &c. (No. 5, 
64,) proceeding in this way I merely teach you the gram- 
mar of the language But when I tell you that a particular 
kind of buildln<r is called house, that another kind is called 
co^/aofc, another hut, another barn, S^c, when I proceed 
thus, I not only teach you that objects have names, and what 
names are called, and how they' are varied, but I teach you 
how to classify objects, and to apply to them their proper 
names. I not only tell you that '' adjectives qualify nouns," 
as, sweet apple, but require you to collect many adjectives 
that will apply to the same noun, as, siveet apple, sour ap- 
ple, kc. No. 3, 4. In the piece you have just read, are 
introduced a certain set of words, expressing certain ideas. 
We are to express similar, or the same, or different ideas in 
a different set of words. 

122. About one inch from the top of 
your slate, and about one inch from the 
left side, write the word, happiness, be- 
ginning it with a capital. No. I, may 
spell, by just naming the letters. Place 
the figure 1, over the word, and call it the 
first column. Place 1, at the left, and 
call it the first line. The sentence to be 
defined is, " Happiness is founded in rec- 
tiiude of conduct. ^^ What else is founded 
in rectitude of conduct besides happinessl 
No. 2, may mention a word. " Felicity." 
Write it under the word, happiness. No. 
will now select a word. Blissfulness. 
No. 3, spell. Now No. 4. Enjoy- 



1 


Column, 


1 


Happiness. 


2 


Felicity. 


3 Blissfulness. 


4 Enjoyment. 


5 


Pleasure. 


6 


Fruition. 


7 


Ease. 


8 Quietness. | 


9 


Prosperity. 


10 


Hope. 


11 


.Faith. 



2, may spell. No. 3 
Each of you write it 



SOCIAL LESSONS, NO. S. 



mejit. That will do. Write it. Let it be understood that 
each one is to select a ivord in turn, and spell until the column 
is filled. Should one be unable to select a suitable term at 
the moment, let any one in the class Avho can, be allowed to 
mention a word. (To prevent disorder, the one who can 
mention a word should raise a hand, or give some sign, and 
wait until directed by the teacher.) No. 1, may utter the 
vowels heard in the first word. [> ^ ^] No. 2, in the 
second word. [^ /-n ^ p] No. 3, in the third word. 
[/-x ( >^] No. 4, No. 5, 6, 7. Let each one analyze a 
word. (The teacher shoidd assist.) Pronounce the vowels, 
ind slide the voice upwards. What inflection do we call 
ibis? Pronounce the words in the rismg inflection. Now 
say the vowels in a falling- inflection. Pronounce the words 
so. Pronounce the primitive words in the column, the de- 
rivatives. What other word is derived from happy, besides 
happiness? What is derived from the second word? What 
others from the third? fourth? fifth? sixth? seventh? eighth? 
ninth? tenth? eleventh? In which number are these nouns? 
What is the plural to No. 4? Spell it in the plural. What 
is the plural to No. o? to No. 10? Just think for a mement 
of the importance of this subject. For what can we desire 
ii exist, if we cannot realize happiness! Are we this mo- 
ment happy ? If not, why ? 

1 2 3 123. Draw a perpendicular 

line at the right of the longest 
word in the first column. Draw 
another line, leaving a space of 
one inch. Draw another line, 
leaving about half of an inch. 
Number the columns, 2, 3. In 
the third column, write the word, 
is. What is the first aux- 
iliary? Write it in the sec- 
ond column, on the second line. 
Write the word, 6e, under it. 
Read all the nouns with the 
verb, is. Read them with could he, and observe the difl^er- 
ence in meaning. What auxiliary implies liberty? W^rite 
it. Read all the nouns with might be. What next? Write. 
Read as before. What next? As we have the present 
tense on the first line, we must omit it here, and write^ wa$. 



1 Happiness 

2 Felicity 

3 Blissfulness 


is. 
could be. 
might be 


4 Enjoyment 


would be. 


5 Pleasure 


should be. 


6 Fruition 


was. 


7 Ease 


shall be. 


8- Quietness 


will be. 


9 Prosperity 

10 Hope 

11 Faith 


may be. 
can be. 
must be. 



164 



SOCIAL LESSONS, NO. S 



Write the remaining auxiliaries in order. Conjugate the 
first sentence, thus: Happiness is. It could be. It might 
be, &cc. Conjugate the second, thus: Felicitijis, It could 
be. It might be, &.c. The third, fourth. 

In reading these simple combinations, the teacher will, of 
course, direct according to the age and capacity of his pu- 
pils, and his own inclination. Conjugate the fourth agent in 
the plural number. In which conjugation is the verb.^ What 
number and person? With what must the verb agree? Are 
the sentences declarative, interrogative, or imperative? Af- 
firmative or negative? Do they express certainty or uncer- 
tainty? Ask questions, thus: What is happiness? What is 
felicity? So of each agent, and think while you speak. 

Tke teacher in direding these lessons should not he confin- 
ed to written directions. TVhat I can ivrite may assist, but 
cannot suppl if the place of the teacher. I have proved this 
lcsso7i to be both interesling and useful, and therefore rec- 
vmmend it with confidence. I know of no exercise better 
calculated to enlighten the mind of a pupil than this. It is 
at once a writing, spelling, dtfinitiony composition^ reading 
and parsing lesson. 





1st Sentence. 




1 2 


3 4 


5 6 


7 8 


1 Happiness 


is founded 


in rectitude 


of conduct. 


2 Felicity 


based 


rightness 


behaviour 


S Blissfulness 


built 


uprightness 


motive 


4 Enjoyment 


raised 


justness 


intention 


6 Pleasure 


supported 


propriety 


action 


6 Fruition 


upheld 


corr«ctness 


judgment 


7 Kase 


increased 


pureness 


heart 


8 Quietness 


promoted 


holiness 


soul 


9 Prosperity 


produced 


reasoDdhleuess 


desire 


10 Hope 


enlarA^ed 


accuracy 


thought 


11 Faith 


strengthened 


exactness 


conception 



124. We will suppose the lesson to have been written up- 
on the slates as above. What part of speech in the 4th col- 
umn? To what do they relate? (No. 3, 37.) Read the verbs 
from which they are derived. Read the present participles 
from the same verbs. What irregular verb in the column J 
What governs the 6th column of v/ords? the 8th? 

The teacher xe ill put other questions . 



SOCIAL LESSONS NO. 3. 



165 



2d Sentence. 




Sd Sentence, 


9 10 


11 


12 


13 


14 15 


1 Ail men 


pursue 


good 


and 


would be 


2 Each people 


follow 


virtue 


but 


could be 


3 One nations 


desire 


truth 




might be 


4 Some kingdoms 


wish for 


pleasure 




should be 


5 Any tribes 


practise 


riches 




were 


6 This parties 


strive for 


honour 




are 


7 That families 


contend for 


renown 




shall be 


8 These societies 


go after 


fame 




will be 


9 Those companies 


inquire after 


wisdom 




may be 


10 The Europeans 


ask for 


understanding 


can be 


1 1 Other Americans 


pray for 


holiness 




must be 



125, With what must articles agree? (Rule 3d. No. 4, 17.) 
What is an article? Which column of words are agents? 
Which verbs? Pronounce the articles, the agents, the verbs, 
the objects. What rule do you give for the lOth column of 
words? (first.) For the 11th column? (firs(.) The 12th? 
(second.) In which number are the nouns in the 10th col- 
umn? in the 12th? What person? What gender are the 
agents? the objects? In vy^hat mood are the rerbi? With 
what must verbs agree? No. 1, may read the first article 
with all the agents, and the first verb, thus: 

All men pursue. 

people No. 2, may read the second article, thus: 

nations Each man pursues, or, 

kingdoms Each of the men pursues. 

tribes No. 3, may read the next, then No. 4, 

parties and so on. 

families No. 1, may now read the first article 

societies with all the agents and second verb. 

companies Be careful to thinh when you read. 

Europeans No. 2, what must you read now? 

Americans What will be yours, No. 3? 

All men pursue good. 

All wise men steadily pursue the greatest good. 

What other qualifying words can you apply to men^ pur- 
sue^ and goodl Read ivise with each word in the 10th col- 
umn. Read steadily, with the words in the llth, &c. 



1S6 



SOCIAL LESSONS, NO. i. 





4th Sentence. 






16 


17 


18 


19 


20 


I happj 


if 


they 


knew 


how. 


2 tranquil 


though 


I 


had 


the power. 


3 peaceable 


although 


we 


possessc 


'dthe skill. 


4 peaceful 


except 


thou 


owned 


the faculty 


5 at peace 


unless 


ye 




that thing. 


6 at rest 


whether 


he 




this object. 


7 undisturbed 


notwithstanding she 




my house. 


8 good 


nevertheless 


it 




our farm. 


9 great 








thy horse. 


10 wise 








your mill. 


11 useful 








his store. 



126. What part of speech is No. 16? Pronounce them. 
Who would be happy? Read the word, beings, after the ad- 
jectives. They w^ould be happy beings. 
. tranquil, &c. 
Let the third sentence be negative, and read the conjunc- 
tions in No. 17. Read and or but in the third sentence 
according to the sense. Conjugate the fourth sentence in 
connection with the third. 

They would be happy if they knew how. 

could know how. 
might 
would 
knew 
ar« know* 

shall shall 

will 
may 
can 
must 

DERIVATION. 

Happt/, /i/-less-pily-piness-per-pen; hap-hazard-/tar/of. 
Tranquil, tranquility, tranquilize, tranquil/i/-ness. 
Peacea6/e-ful-ness-bly, peace-maker,, peace-offering. 
Undisturbed^ disturbance, disturber-s. 
What words are derived from good, great, wise. 

* The subjunctive present or future, is not used after the declara- 

tire past, in this sentence. 



SOCIAL LESSONS, NO, 3. 



167 





5th Sentence. 






Gill Sentence. 




SI 22 


23 


24 


25 


26 


1 


not happr 


for 


minutes 


and 


miserable 


2 


joyful 


during 


moments 




worthless 


3 
4 
5 

6 


glad 

prosperous 
transported 
delighted 


by 
through 


seconds 




very poor 
wretched 
debased 
dispirited 


7 


pleased 








unpleasant 


8 

9 

10 


bappified 

blessed 

flattered 








cursed 
poorly off 
unfortunate 



127, Ellipsis, when applied to grammar, is the elegant 
omission of some part or parts of speech in a sentence. 
Supply the ellipsis in the fifth sentence. 

PTIieij would not he happy for minutes, 
^ . Who would not? 
Men woidd not. 

Pronounce the 22d column. What part of speech? What 
do they qualify? Read the word they qualify after them. 
What part of speech modifies or qualifies the adjective? 
Read an adverb before the adjectives. Unusually happy. 
Cban2^e those adjectives to nouns, as: 

They would enjoy perfect happiness for — ■ 
feel great joy 

gladness^ Sfc. 

TVHiat part of speech are those words in the 24th col- 
nmn? For what are prepositions generally used? To denote 
place, as: Onthe icaier,inthefield. To what do the words 
in the 24th column relate? (To time.) What part of speech 
the 26th? From what is the first word derived? the second P 
fourth? fifth? &c. What column of words stand in contrast 
with the 22d? (26th.) The teacher will hear the scholars 
spell all the words, or let them spell to each other. 

In what condition must a person be to be happy 1 To be 
happy one must be free from sinful actions, from the indul- 
gence of bad passions; he must be in health, have enough to 
eat, and to drink, and to wear — he must hav« a contciited 
nind, aad a desire to do good. 



i68 



SOCIAL LESSONS, NO. 



Itk Sentence, 


Stk 


Sentence. 


27 23 


29 


30 


31 


32 


1 for hours 

2 weeks 


but 


happy 
good 


if 
ifitb 


possible 
e consistent 


3 months 




content 




reasonable 


4 years 

5 centuries 

6 " ages 




wise 
rich 
honest 




just 

right 

agreeable 


7 ever and ever 

8 many ages 

9 a long time 




kind 

benevolent 

charitable 




satisfactory 

honorable 

allowable 


10 a life tirae 




friendly 




admissible 


1 1 to all eternity 




at peace 




advisable 



128. Supply the ellipsis in the 7th and 8th sentences. 
What is ellipsis? In what case are the nouns in the 28th 
column? AVhich are adverbs in the 28th? In which number 
are the nouns? Read them in the singular. What part of 
»peech is the 30th and 32d ? 

What is your Rule for the pronoun ? With what does ii 

agree in No. 31 ? If what be consistent? 

it be 

If they desire to be 

wish to be 

request to be 

Read the top line as far as 27, and then read in columns^ 
Read in a soft smooth voicCj and think as you read. 

Conjugate the 7th sentence. In which conjugation? When 
I ask: What kind of a sentence? I wish you to tell whether 
it be declarative y inte7Togative^ or imperative. ^ 

Will they be happy if possible ? Interrogative. 
They will be happy if possible. Declarative. 
Be ye happy if possible. Imperative. 

What kind of a sentence is the first? Read it interroga- 
tively. Imperatively. In what mood are the 2d and 3d 
sentences? Conjugate the 1st, the 2d, the 3d, 4th, 5th, 6th, 
7th, In which conjugation is the 1st sentence? the 2d? 
the 3d? Read the text or top line in the first person singu- 
lar, plural; ia the second person singular and plural. 



SOCIAL LESSONS, NO. 3. 



169 



ss 


34 


35 


36 37 


38 


1 througi 


I every 


part 


of their 


existence.* 


2 for 


all 


portion 


my 


being. 


3 during 


this 


period 


our 


living. 


4 


that 


stage 


thy 


consciousness 


5 


these 


scene 


your 


knowledge. 


6 


those 


trial 


his 


business. 


7 


some 


action 


her 


labor. 


8 


each 


jyer^ormance 


its 


work 


9 


one 


design 


man's. 




10 


many 


undertaking 


the world' 


s 


11 


a 


moment 


matter's 





129. You may perceive that the eighth, is a qualifying or 
interrupting sentence, and '' through every part of their ex- 
istence," belongs to the 7th sentence. Such interrupting 
sentences should be read lower and quicker than the main 
sentences, thus: 

^^but happy — through every part of their existence " 

if possible 

if it be possible 
Let the voice pass very rapidly over such interrupting sen- 
tences^ and then take up the main sentence as though it 
had not been disturbed. 

What is the radical or root of the eighth word in 35th 
column? Which part of it is the prefix? which the affix? No* 
1, may mention some other word formed from the same root, 
by adding some other prefix. No. 2, mention one. No. 3, 
4, 5, 6, 7, 8, 9, 10, 11. No. 1, may analyze the first word 
in the 38th. No. 2, the second, No. 3, the third. No. 4, 
the fourth. No. 6, may analyze the sixth word in the 32d 
column. No. 7, may choose any word in the lesson to ana- 
lyze. No. 8, tell all the simple sounds in a word. When 
you analyze, tell how many syllables, and where the accent is. 
No. 1, pronounce this word as the accent is marked, un- 
consciousness. No. 2, thus, unconsciousness. No. 3, un- 
consciousness. No. 4, unconsciousness. No. 5, uncon- 
sciousness. No, 6. unconsciousness. No. 7, in what other 
way can you accent unconsciousness? No. 8, may accent 
some other word in the lesson several ways. No. 9, some 
^ord. 

*Thiak how varied and raanj the scenes of one's existence! 
15 



no 



SOCIAL LESSONS, NO. 3, 



9th Sentence. 



1 

3 
4 
5 
6 
7 
8 
9 
10 
11 



39 40 

Either, therefore, 

And then 

for this reason 
for that cause 
for these facts 
for those truths 
for such wants 

The reason I have 
sriven, or shoivn 



41 
there 



could 
might 



42 
is 
be 
be 
would be 
should be 
was 
shall be 
will be 
may be 
can be 
wust be 



43 44 

a good 
peace 
happiness- 
enjoyment 
tranquility 
repose 
rest 

quietness 
glory 
rapture 
pleasure 



45 
of 

consisting of 

comprehending 

implying 

suggesting 

intimating 

proving 



8 maintaining 

9 supporting 

10 affording 

1 1 ensuring: 



46 
this 
that 
a 

the 
some 
any 
my 
our 
thy 
you 
his 



47 
steady, 
fixed 
settled 
constant 
regular 
undeviatins: 
uniform 
even 
real 
sound 
whole 



lOih Sentence, 

48 

durable 

lasting 

everlasting 

ever-during 

ever-present 

never-ending 

never dying 

imperishable 

continuing 

all-cheering 

all-consoling 



49 

kind, 
sort 
nature 
specie* 
class 
lot 
mes9 



130. To parse a sentence is to name the parts of speecb 
in it, and to give the p^-oper rules of scovernmenl and agree- 
ment. You may parse the 9th and 10th sentences. 2\ere* 
fore^ is a relative of reason, comprehenuing a sentence. The 
words in the 44th are nouns. What qualify them? The 
succeeding phrases. Such phrases may be called adjective 
phraseSy qualifying the nouns or sentences to which they re- 
late. No. 4, 17, 41. 

Observe the words, lot and mess^ in the 49th. I introduce^ 
the terms, that you may see th'oir inapplicability to the sub- 
ject, and learn to avoid the use of such words. Each one 
in the class may make a few proper sentences from the word 
ht and mes$. 



SOCLVL LESSONS, NO. 3. 



ni 







11 /A Sentence. \^th Se 


ntence. 




50 51 


52 53 


54 55 


56 57 


1 


or there 


is not. 


If not; 


then all 


2 




could not be 




some 


3 
4 




might not be 
would not be 




any 
no 


5 




should not be 




evcrj 


6 
7 




was not 
shall not be 




mj 
our 


8 




will not be 




thy 


9 
10 




may not be 
can not be 




your 
bis 


11 




must not be 




her 






13th Sentence. 


1 4th Sentence. 




58 


59 60 


61 62 


63 


I 


good 


must be 


transient and 


uncertain; 


2 
3 


happiness could be 
wealth mi2:ht be 


momentary 
evanescent 


dubious 
doubtful 


4 


money 


would be 


fleeting 


insecure 


5 friendship should be 

6 love was 


perishing 
vanishing 


questionable 
false 


7 


houses 


is 


dyingj 


counterfeit 


8 stores 

9 ships 
10 o^oods 


shall be 
will be 
may be 


fadina; 

decaying 

failing 


perfidious 

treacherous 

deceitful 


11 


furniture 


can be 


spoiling 


insufficient 



131. You may read as far as you have written (63,) in 
columns, very slow, waving the voice almost as easily as 
breathing, and observing the different application of the 
words. 

Read the text, or top line. Now read it without changing 
the position of the words, in the interrogative style. It re- 
quires the upward movement of the voice, thus: ''Happi- 
ness is founded in reciiiude of conduct V^ It might be call- 
ed the sarcastic style. No. 1, 238. 

Now read in a monotone: 

all men pursue good and woiild be, &c. 

Now read in a varied voice. No. 1, 214, 238. 



172 



SOCIAL LESSONS, NO. 3. 



15fh Sentence 




16 /A Sentence 




64 65 66 


67 


68 


69 


70 71 


1 and if so, 


an 


object 


of the lowest 


2 further thus It is 


a 


thing 




meanest 


3 Some- As I have 


one 


idea 




least 


4 thinf^ said. 




supposition 


basest 


5 more is How have 




saying- 




worst 


6 to be said I said? 




thought 




smallest 


7 Add an- orivhai 




chimera 




weakest 


8 other have I 




farce 




poorest 


9 proposi- said? 




fable 




most hurtful 


10 Hon. 




falsity 




most abject 


11 




untruth 




most wicked 



12 



73 74 75 



1 value, 


which 


S little 


2 worth 


that 


^ scarcely 


3 concern 




> but just 


4 kind 




^^ hardly 


5 property 




g^- merely 


6 tendency 




g. slightly 


7 effefct 




.^ partially 


8 description 


barely 


9 pattern 




lightly 


10 guide 




sparingly 


1 1 order 




never 



17//i Sentence. 

16 77 78 

deserve our attention 
claim man's carefulness 
demand men's heedfulness 

attact woman's waiclil"ulncs3 

gain women's excrtion 
interest poet's musing 
engage poetess' studying 
enlist po^-iesses' thinking; 
satisfy actor's speaking 
pay for anre.ses' singing 
awaken my powers. 



132. So, in the 66th column is a relative of manner or 
kind. It relates to, and saves the repetition of the I3tb 
and 14th sentences. Let us philosophize upon the 16th 
sentence. It is an object. What kind.'' 

It is a mean object. How mean? 

O! It is very mean'indeed! 

It is the meanest of all objects? 

It really is an object of the very lowest value oj 

any thing lever heard described by an orator. 

Observe how the phrase, ^' by an orator," changes the force 

of the word, object. I may have heard others describe a 

meaner object. 



SOCIAL LESSONS, NO 3. 



MS 



imh Sentence. 




19//i Sentence, 


79 


80 


81 82 83 


84 


85 86 


1 or 


inquiry. 


But 


H there 




be a 


2 nor 


search 


Besides 




> 


is 


3 neither 


quest. 


Except 




^ 


were 


4 and 


asking: fo^- 


Unless 




p* 


was 


6 but, only interrogation. 


Only 






be to be 


6 yet 


prayer. 


Admit 




03 


is to be 


7 if 


devotion. 


Grant 






were to be 


8 for 


support 


Suppose 






was to be 


9 with 


faith. 


Allow 






exist 


lO except 


confidence 


Own 






exists 


1 1 although 


information. 


Say 






existed. 




20/A Sentence, 


O 


ist Sentence, 


87 


88 


89 90 


91 




92 93 


1 better 


good; 


such a 


good 




as we 


2 worthier 


act 




happiness 


I 


3 richer 


inheritance 




price 




thou 


4 higher 


enjoyment 




benefit 




ye 


5 sweeter 


station 




quietness 


he 


6 happier 


object 




peace 




she 


7 lovelier 


thing- 




heaven 




it 


8 holier 


being 




treasure 


they 


9 godlier 


spirit 




tranquility 


others 


10 heavenlier motive 




rest 




these 


1 1 greater 


place 




repose 




those 



133. What is the agent in the 18th sentence? in the 
19th? 20th? 21st? What kind of sentences? What part of 
■speech are the words in the 79th column? What do they 
connect? No. 1, parse the words in the 80th column. No. 
2, in the 81st, and so on. Each one in the class in turn se- 
lect a word to analyze. Says Julia, I will analyze the 
word, good. It has three sounds, two consonants and a 
Towel; g represents the 10th flat consonant, the d the 6tb, 
the 00 the 8th sharp vowel; the sounds are these, / ( — 
or g-oo-d. Its derivations are good-s-ness-ly-y; better, 
best; good-breeding-by, fellow-s/iip, humour-ec?-/?/, man- 
ners, nature-d-/i/, good-nowl good-speed-wilUess, 
15* 



174 



SOCIAL LESSOi\S. NO. 3. 







22d Sentence 




94 95 96 


97 98 99 


100 


1 are seeking 


like every other 


thing 


2 could be 


looking for 


like unto each earthly 


object 


3 might be 


sol ici ling- 


as one terrestrial being 


4 would be 


pursuing 


any worldly animal 


5 should be 


searchino-for 


some material vegeiabie 


6 were inquiring' aftc 


^r all human 


soul 


7 shall be 


asking for 


an artificial machine 


8 win be 


praying for 


this fine 


house 


9 may be 


calling for 


that new 


barn 


10 can be 


wanting 


these old 


ghed 


1 1 must be 


requesting 


those little 


shop 


23d Sentence, 






101 102 


103 104 


105 106 


107 


1 it must 


be derived 


from some 


cause 


2 could 


be produced 


by a 


power 


3 might 


be caused 


for this 


principle 


4 would 


be effected 


through that 


design 


5 should 


be generated 


under the 


rule 


6 


was begotten 




being 


7 


is brought forth 


thing 


8 shall 


be ushered in 




motive 


9 will 


be made 


upon the same 


wish 


10 maj 


be built 




inclination 


11 can 


be secured 




free-will 



134. Read tlie 2 1st sentei^ce with 96th column. What 
part of speech? From what derived? Read the words from 
which they are derived. ''Each of the scholars in the class 
I suppose is seeking some good." No. 1, may write ten 
nouns after the first participle in 9dih, in the first person sin- 
gular, as: I am seeking knowledge, Sfc. No. 2, write ten 
that will agree with the second. No. 3, may write ten af- 
ter the third, and so on, each one taking a different word. 
No. 1, may now read. In what case are the nouns? No. 
2, read. No. 3, &c. In w'hich conjugation are your exam- 
ples? Read in the second, as: / have sought kfioivledge. 
Now in the third, as: I seek knowledge. Conjugate one of 
y©ur sentences in each conjugation. 



SOCIAL LESSONS, NO. 3. 



175 



24fk Sentence. 



1 
o 

3 
4 
5 

6 

7 
8 
9 

10 
11 



108 109 

and that 

this 



110 

cause 

power 

which principle 

the 

a 

anv 



111 

must 

could 

might 

would 

should 



shall 
will 

may 
can 



112 
either 
neither 



113 

be 

be 

be 

be 

be 



114 
external 
outward 
terrestrial 
material 
perishable 



was human 



IS 

be 
be 
be 
be 



intrinsic 

first 

true 

real 

sufficient 



2oth Sentence, 26th Sentence. 



1 



115 



116 117 



21th Sentence. 



4 
5 
6 
7 



118 



119 



internal, 

2 inward 

3 heavenly 
immaterial 
imperishable 
divine 
worthless 

8 secondary 

9 false 

10 imaginary 

1 1 insufficient 



or mixed; in as much as, except 



nor compounded for 

mingled because 

united 

confused 



besides 
but 



therefore 
wherefore 
whereas 
whereby 



Error. — Read the phrase, 
^' these three," afier 119. 



135. What does and connect, 108.^ Read the first col- 
umn of adjectives on the page. The second, the third. Read 
the conjunctions. Pronounce and define each auxiliary. 
Read what is written, No. 4, 22. What example on this 
page like those .^ What do you call such conjunctions? Ob- 
serve the position of either, (between the auxiliary and verb.) 
You can see by the 117th column, that participles become 
adjectives. Read the i^^i from the beginning. Read the 
Second line and make your Avords agree. Pronounce the 
sounds in the text: A-11 m-e-n p-ur-s-ue g-oo-d. Now in 
syllables, as: All men pur-sue good, and would be hap-py. 
Now read each word abrupt^ thus: All! men! pursue! good^ 
and! would! be! happy! 



176 



SOCIAL LESSONS, NO. %, 



flSih Sentence. 





120 121 122 


125 


124 


125 


1 


there is no 


other 


possible. 


Now 


2 


conid be Dot 


any 


alternative. 


Why! 


3 


might be 




way. 


Alas! 


4 


would be 




principle. 


0! 


5 


should be 




faculty. 




6 


was 




ability. 




7 


shall be 




disposition 




B 


will be 




consideration. 




9 


may be 




standard. 




10 


can be 




supposition. 




11 


must be 




mode. 





126 



20/A Sentence. SOlk Sentence. 



127 



128 



129 



130 



131 



132 



1 steady, 

2 47 


durable 
48 


good cannot 
44 couhl not 


be 
be 


derived 
103 


3 
4 




might not 
would not 


be 
be 




5 




should not 


be 




6 






was 




7 






is 




S 




shall not 


be 




9 




will not 


be 




10 
11 




may not 
must uot 


be 
be 





136. Read the 28th sentence in second conjugation, first 
person plural, omitting the word, 'W^ere," as: " ^Ve have 
no other possi6/e," no other allernai'ive^ &c. Read in the 
third conjugation, as: IVe see no other jpossihle^ Sfc. Read 
the new conjugation, No. 1, as: 

We are to see no other possible. 

have 

like 

seem J S^c. 
Now try No. 2, new conjugation. Now the 3d. Now 4th. 
The ieaclier should often give the scholar this comprehensive 
view. 



SOCIAL LESSONS, SO. 3. 



m 











31s/ Stnlence. 




13:3 134 135 


136 


137 


138 139 


1 


from aD 


external cause; 


since 


all 


2 




114 


power 


because 


every 


3 






principle 


for 


good 


4 






essence 


whereas 


pleasure 


5 






substance 




delight 


G 
7 
8 
9 
10 






property 

faculty 

skill 




enjoy meat 












n 














S2d Sentence. 






315/ Sentence. 




140 


141 


14^2 


143 


144 


1 


derived 


from 


externals, 


must 


fluctuate 


o 


104 




friends 


could 


change 


3 
4 






neighbors 
brothers 


might 
would 


disappoint 
deceive 


5 






sisters 


should 


cheat 


6 

7 






teachers 
masters 




fluctuated 
fluctuate 


8 
9 






bouses 
lands 


shall 
will 


decay 
fade 


iO 






riches 


may 


wither 


11 






merchandize 


can 


die 



137. Parse the words upon this page Spell the words 
in 137th J in the plural number, in 142d, in the singular. 
Read the words in 144th. Spell the present participles de- 
rived from them, the perfect participles. Read them in the 
past tense. (All fluctuated.) 

changed 

disappointed 

deceived 

cheated 

decayed, Sec. 

No, 1, may analyze the first word in 142. No. 2, the sec- 
ond word. No. 3, the third. What word is nominative ia 
the 32d sentence? In which conjugation is the verb in 32d? 



All whdit fluciuatedl 
Read the same inter- 
rogativehi . 



178 SOCIAL LESSONS, NO, S. 





SSd Sentence, 










145 146 


147 


148 


149 


150 151 


1 


as they 


fluctuate. 


By 


the 


same rule 




s 




change, 
waver. 






principle 
law 


4 




alter. 






guide 


5 




decay. 






proposition 


6 

7 




lessen, 
diminish. 






saying 
truth 


S 




fade. 






foundation 


9 
10 




decrease, 
wane. 


Upon the 


ground 
footing 


11 




grow less 


. For 


the 


reason 




34//i sentence. 








1 


52 153 


154 


155 


156 


157 158 15 


1 


it cannot 


be 


derived 


from 


a mixture o 


2 
3 


could'nt 
might'nt 


be 
be 


104 


bj 


compound 
combination 


4 
5 


would'nt 
sliould'n 


be 

t be 






composition 
union 


6 


was not 








connexion 


7 

8 


is not 
shall not 


be 






joining 
junction 


9 
10 


will not 
may not 


be 
be 






congregation 
collection 


11 


must noi 


be 






amalgamation 



133. No. 1, may read the primitive words in 147. No. 
2, in 151. No. 3, in 158. No. 4, may mention some der- 
ivations from the first word in 147. No. 2, from the sec- 
ond. No 3, from the third, and so on. Write upon your 
slates the derivations from the fifth word in the 15lst col- 
umn, from the eighth, the tenth, the eleventh. Read the 
34th sentence interrogatively. The position of which word 
do you change? Which lines of the conjugation are in the 
indicative mood.'* Which imply power? Which imply liberty? 
What does the fourth imply? Define the 149th word, the 
155th. No. 1, mention something ihait fluctuates. No. 2, 
mention something. No. 3, something that lessens. No. 4, 
repeat the parts of speech. No. 5, give an example of each. 



SOCIAL LESSONS, NO. Z 



M9 







S5th Sentence, 


SGlh Sentence. 


160 


161 162 


1G3 164 


165 166 167 


\ the 


two; because 


the part 


which is external 


2 


for 


portion 


that 114 


3 


aa 


half 




4 




side 


This is an mterrupi- 


5 




principle 


ing sentence^ coming 


6 




power 


in between the agent 


7 




nature 


and verb. Or rath- 


8 




substance er, a qualifying sej^- 


9 




matter 


icncc. 


10 




bodv 




11 




stuff 


Slth ScTiiencr, 


168 


169 


170 


171 172 173 


1 will 


proportionablj destroy 


its essence. What 


2 could 


partly 


waste 


j)rinciples. 


3 might 


partially 


eflect 


powers. 


4 would 


considerably 


injure 


nature. 


5 shoulc 


greatly 


confuse 


purity 


6 did 


much 


kill 


beauty 


7 does 


somewhat 


hurt 


effects 


8 shall 


not a little 


weaken 


force 


9 may 


certainly 


lessen 


value 


10 can 


probably 


diminish 


worth 


11 must 


necessarily 


chano'e 


desi":n 



139. Supply the ellipsis after the 16 1st. To what doe» 
because relate? (To reason.) To what are the words in 
the 164th column nominative.^ In what number are they? 
In which g^ender.^ To what do ii'/iic/i and //la/ relate.^ In 
what case are they? Omit the 36th sentence, and read the 
word, external, before the agent, part. Read the adverbs, 
169. Observe their position. Conjugate the 35th sen- 
tence, including the 36th. Conjugate in the first conjuga- 
tion; it will require the verbs in 170th to be changed to par- 
ticiples. Conjugate in the second conjugation, thus: *'The 
part which is external, could have destroyed it." Conjugate 
the same interrogatively. Read the text from the beginning 
negatively. 



130 SOCIAL LESSONS, NO. 3. 



174 


175 176 177 178 


179 108 181 


1 then 


remains bi 


t the cause internal? the very 


2 therefoi 


e exists besides iiitelloctual? same 


3 now 


is except itlea 


1? 


4 


have we 


spiri 


tual ^ 


5 








6 








7 








8 








9 








10 








11 








SSih Salience. G 


9/A Sentence. 


40ih Sent cue e. 


182 


183 184 


185 186 


187 188 


1 cause 


which we 


have supposed 


wheu we 


2 


that 


imagined 




3 


as 


thought of 




4 




taken 




5 




presented 




6 




offered 




7 




given 




8 




existing 




9 




loft 




10 




discovered 




11 




found 





140. What three moods have we in this piece, we are de- 
fining? No. 1. Let me hear you read the text from the be- 
ginning, putting the verbs in the imperative mood, thus: Men 
pursue good, and be ye happy if possible. Know how to be 
happy. Se not happy for minutes and miserable for hours, 
but be happy through every part of your existence. Sec. 
No. 2, read in the new conjugation, thus: All men "are to 
pursue good, and are to be happy, for they are to know how. 
They are not to be happy for minutes and miserable for 
hours, but they arx to be, 4'c. Read the text now interrog- 
atively, negatively, thus: '\Do not all raen pursue good, and 
tvould theij not be happy if they hnew howV Now try the 
second line in the same way, now the third. Make your 
words agree. 



SOCIAL LESSONS, NO. 3. 



181 





189 


190 191 


192 193 194 


1 


place 


the sovereign 


good, in 


mind, 


2 


put 


our greatest 


happiness 


intellect 


3 


affix 


a only 


enjoyment 


disposition 


4 


apportion best 


peace 


motive 


5 


allot 


choicest 


blessing 


passion 


6 




supreme 


felicity 


lore * 


7 




intrinsic 


worth 


friendship 


8 




lasting 


value 


holiness 


9 




durable 


essence 


uprightness 


10 




perfect 


property 


integrity 


11 




best 


possession 


virtue 






4ist Sentence. 






195 


196 197 


198 




1 


in 


rectitude of 


conduct. 




2 




uprightness 


pursuit. 




3 




justness 


'action. 




4 




straitness 


behaviour. 




5 




pureness 


motive. 




6 




goodness 


heart 




7 




propriety 


soul 




8 




honesty 


judgment. 




9 




gentleness 


will 




10 




consistency 


determinatioa. 


11 




perfection 


living. 





141. You may now read from the beginning in columns. 
What is correct j)vonunciation calledl Now spell to each 
other every word. What is spelling calledl I wil! now 
hear you define each word. No. 1. What words can you 
use instead of happiness^ in the first column? The scholars 
should not be obliged to repeat the words exactly as they 
stand in the columns. No. 2, what can you read instead of 
is, in the 2d column? No. S, define /oimded, and so on. You 
may tell me to-morrow how many different words we have writ- 
ten in this piece, we have just finished. You may now com- 
mence 'Tope's Essay on Man," or Young's Night Thoughts, 
and define each word of a few pages, or No. 1, may select 
a sentence from some book, for the class to define. To-mor- 
row No. 2, may select one. Next No. 3, and so od^ until 
€ach one has selected one. 
16 



182 SOCIAL LESSONS, NO. S. 

142. TEXTS TO BE DEFINED BY THE PUPIL, 

First Conjugation. 

Subject. Affirmation. Predicate. 

1 A very kind friend is a very great blessing. 

2 That extravagantly tine house is a very beautiful sight, 

3 This Russia iron stove is his most valuable gift. 

4 Any well disposed man is an acceptable candidate. 

5 His brother's only son is uncommonly handsome. 

6 Julia's sister's second cousin is working* Eunice' veil. 

7 Her cousin's wearing yours is talked about at uncle's. 

8 Julia's having wrought hers is havmg its desired effect, 

9 His playing's pleasing thus is what encourages him, 
10 

Second Conjugation. 

1 I have it. 

2 James and Julia have risen from their slumbers. 

3 He or thou hast written it by permission. 

4 The clergy have been growing in strength. 

5 Our army has been fighting a bloody battle. 

6 Many a victory has been gained by our navy. 

7 Each of the seamen has been thought of by government, 

8 Jane, a little lady, has been admired, being amiable. 

9 I see that the poet has been writing, thinking to please us. 
10 '' Then, sir, the gentleman has no fault to find with these 

recently promulgated South Carolina opinions. 

Third Conjugation. 

1 John West, a fine boy, rises early, to work in the garden. 

2 What work does he do in the flower garden.*^ 

3 From among the plants he pulls the noxious weeds. 

4 Who, ray son, do you think y gave him liberty to hoe there .^ 
-5 O! his parents, I dare sdij^told him that he might do it, 

6 Only see.' pa, there he stands^ busily engaged at work. 

7 How carefully the little fellow i(^orA;s, hoeing the plants. 

8 Yes, I remove the stones, and loosen the earth. 

9 Just as they left, the rain began to pour down in torrents 
Q 



SOCIAL LESSONS, NO. 3. 



ISS 



143. Said Miss Julia, I have defined the first text upon 
my slate, and if it be as you intend I will copy it into mj 
writing book. 

Let rae look at it. 



Subject. 
I 7 4 

1 A very kind 

2 The truly obliging 

3 This unusually firm 

4 That exiremeiy patient 

5 Any 
f) The other 
7 Each 



AffirmalioD. Predicate. 

2 5 17 4 2 



2 Every 
9 Mv 

10 Our 

11 Thy old 



(orbea 

foigiving 

spvere 

prompt 

worthy 

wealthy 

tried 



friend 
benefactor 
patron 
supporter 
: protector 

parent 

father 

Dioiher 

f^on 

daughter 

companion 



could 


be 


might 


he 


would 


be 


should be 




was 


shall 


be 


will 


be 


may 


be 


can 


be 


must 


be 



a very great 

needful 



a very famous 
amiabli 
a very good 



blcssinc. * 
posseseioa. 
necessary help, 
desirable encoaragement. 
acceptable consolation, 
guide, 
instructer. 
eomforu 
Jawver. 
lady, 
man. 



Well, Miss Julia, what can you tell me of your lesson.' 

1st. I might tell you every elementary sound in each word. 

i2d. The number of syllables in each word, and whether 
simple or compound. 

3d. I can point out the accented syllable. 

4th. I can tell you whether the words be primative or de- 
rivative. 

5th. I can tell you what part of speech each word is, 
which you may see I have numbered over each column. 

6th. I can describe it thus: It is a simple sentence, con- 
sisting of one nominative and one finite verb. The nomina- 
tive, with all its qualifying words and phrases, is called the 
subject. What is affirmed or denied of the subject by the 
verb, is called the predicate. The subject of this sentence 
consists of a singular noun, common gender, third person, 
qualified by an adjective in the positive degree, which is mod- 
ified by an adverb. The adverb is preceded by an article, 
pointing out the noun and hmiting its signification to one. 
The affirmation consists of a verb, in the present tense, de- 
claring existence. The predicate consists of a noun, adjec- 
tive, adverb, and articl-*. The thing affirmed of the subject 
being identical with it, or meaning the same thing, must be 
put in the same case, by Rule 4th. No. 4, 18. 

7th. I can conjugate the sentence by joining with the verb 
the auxiliary verbs, expressing the power, liberty, possibility, 
willingness, inclination, determination, &,c. of a friend's be- 
ing '^a very great blessing." 



184 SOCIAL LESSONS, NO. 8. 

8th, I can read it in the new conjugationj changing the 
verb to the infinitive mood^ thui: 

A verj kind friend is to be a very great blessing, 
has to be 

likes to be Observe that the indie- 

seems to be ative moocU third per- 

^ loves to be son singular j present 

geeks to be tense ^ always ends in s. 

wishes to be, 8tc. No. 4, 15. 

9th. lean read the sentence interrogatively, thus : 
Is a very kind friend a very great blessing.^ 
Could a very kind friend he a very great blessing? Sic. 

10th. I can read it in the subjunctive or conditional mood, 
thus: 
If a very kind friend be a very great blessing, try to be one. 

try to gain one . 

11th. 1 can change it to an imperative sentence by com- 
manding a second person to do an action, thus: 
Brother, be ^^a very kind friend" to her, so as to be a very, Sic. 

12th. I can express these sentences negatively, thus: 

A very kind friend is not a very great blessing. 

If a very kind friend be not a very great blessmg, I will not 

be one. 
Be not a very kind friend, and be not a very great blessing. 

13th. I can change the position of the words, instead of 
saying: " A very kind friend is a very great blessing," I 
can say: "A very great blessing is a kind friend. 

14th. I can addj an adjunct of time, as: 
^^A very kind friend is sometimes a very great blessing," 6fc. 

Well, you may copy your lesson into your writing book, 
and, for the present, your class may write one such lesson 
every day. You shall have one hour of the day set apart 
for the purpose of composing, reciting, and writing. Let it 
be the first exercise in the afternoon. 

It would be well for each scholar in a class to construct 
a lesson, and in turn to dictate it to the rest. This would 
save much labor, and give more time for other exerciseSc 



SOCIAL LESSONS, NO. 3. 185 

144. The following piece may be analyzed and defined, 
read and recited, in all the various modes of expression: 

^' Virtue and piety man^s highest interest, ^^ 

1. *^ I find myself existing upon a little spot, surrounded 
€very way by an immense unkno^yn expansion. — Where am I ? 
What sort of a place do I inhabit? Is it exactly accommo- 
dated in every instance to my convenience? Is there no ex- 
cess of cold, none of heat to offend me? Am I never annoy- 
ed by animals either of my own, or a different kind? Is every 
thing subservient to me, as though I had ordered all myself? 
No — nothing like it — the farthest from it possible. 

2. The world appears not, then, originally made for the 
private convenience of me alone? — It does not. But is it 
not possible so to accommodate it, by my own particular in- 
dustry? If to accommodate man and beast, heaven and 
earth, if this be beyond me, it is not possible. What con- 
sequence then follows, or can there be any other than this — 
If I seek an interest of my own detached from that of oth- 
ers, I seek an interest which is chimerical, and which can 
never have existence. 

3. How then must I determine? Have I no interest at 
all? If I have not, I am stationed here to no purpose. But 
why no interest? Can I be contented with none but one sep- 
arate and detached? Is a social interest, joined with others, 
such an absurdity as not to be admitted? The bee, the bea- 
ver, and the tribes of herding ariimals, are sufficient to con- 
vince me, that the thing is somewhere at least possible. 

4. How, then, am I assured that it is not equally true of 
man? Admit it, and what follows? If so, then honor and 
justic are my interest; then the whole train of moral virtues 
are my interest; without some portion of which, not even 
thieves can maintain society. 

5. But, farther still — I stop not here — I pursue this social 
interest as far as I can trace my several relations. I pass 
from my own stock, my own neighborhood, my. owm nation, 
to the whole race o^' mankind, as dispersed throughout the 
earth. Am I not related to them all, by the mutual aids of 
commerce, by the general intercourse of arts and letters, by 
that common nature of which we all participate? 

6. Again — I must have food and clothing. Without a 

16* 



186 SOCIAL LESSONS, NO. 3. 

proper genial warmth, I instantly perish. Am I not related, 
in this view, to the very earth itself; to the distant sun, from 
whose beams I derive vigor? To that stupendous course and 
order of the infinite host of heaven, by which the times and 
seasons ever uniformly pass on? 

7. Were this order once confounded, I could not probably 
survive a moment; so absolutely do I depend on this common 
general welfare. What, then, have I to do, but to enlarge 
virtue into piety? Not only honor and justice, and what I 
owe to man, is my interest; but gratitude also, acquiescence, 
resignation, adoration, and all I owe to this great polity, 
and its great Governor, our common Parent." 

8. DIRECTIONS AND QUESTIONS. 

Divide your slates into as many spaces as we have parts 
of speech, and number them in order. No. 2, 137. What 
js the first part of speech? the second? third? Sec. Now 
write all the words of the first part of speech in the first col- 
umn, from the first verse of the above piece; all of the sec- 
ond part of speech, in the second column, and so on. In 
which column will you write the namesl in which will yo'.» 
write the prepositions? 

LESSON ON THE PARTS OF SPEECH. 

1234 5 6 7 89 10 

a spot I little find existing every 'way upon 

nn expansion myself immense am surrounded where by 

sort What unknown do ©f 

place inhabit 

This lesson, of course, can be extended accordinp^ to the 
p'leasure of the teacher. It is a good way to learn the parts 
of speech. 

9. Recite the personal pronouns. In what person is 
the above piece written ? What are the pronouns in the first 
person plural ? I wish you to read the piece through in the 
first person plural, and make your words agree, thus: 

jPirsf person plural 

We find ourselves existing upon a little spot, 'surrounded 
every way by an immense, unknown expansion. Where are 
ice? What sort of a place do ive inhabit, &c. Now 



SOCIAL LESSONS NO. 3. IgTf 

Second person singular, 

Tliou dost find thyself existing , &c. Where art tJwu, *^x. 
Now 

Second person plural. 

Ye find yourselves existing upon a little spot^Scc. Where 
are r/e? What sort of a place do ye inhabit? Is it exactly ac- 
commodated in every instance to your convenience? Is thers 
lio excess of cold, none of heat to offend youl clc. 

Third person singular^ masculine. 

He finds himself Sec. Where is hel What sort of a 
place dfoes he inhabit? Sec. 

Third person singular , feminine . 

S/ie finds /le^'se//* existing upon a little spot. 

Third person singular,, neuter. 

//finds i/seZf existing, &c. Where is ill 

Third person plural J either masculine^ feminine^ or neuter. 

They find themselves ^ kc. Where are theyl 

10. Now read the word man in the different cases, in- 
stead of the pronouns, thus: 

Man finds manh self existing, &c. Where is man^ 
^Vhat sort of a place does man inhabit? &c. Now read in 
the plural mimbtr. Now read the word woman Bj this 
method you may see that it is very convenient to have pro- 
nouns, to save the repetition of names. 

No. 1, may read the first verse in the first person singu- 
lar, in a perfectly natural voice. No. 2, may read the sec- 
ond verse in the first person plural. No. 3, read the third 
verse in the second person singular. No. 4, read the fourth 
Terse in the second person plural. No. o, read the fifth 
verse in the third person singular, masculine. No, 6, read 
the sixth in the feminine. No. 7, read the ^seventh verse 
in the neuter. No. 8, read the seventh in the third person 
plural. 

1 1 . No. 9, read the first verse negatively, thus : I do not find 
myself^ &c. No. 10, read first verse interrogatively, thus: 
Do J find myself existing upon a little spoil Sfc. No. 1, 



]38 SOCIAL LESSONS, NO. 8 

read the second verse interrogatively, negatively, thus: Do 
KOT IJind myself^ Sfc. 

12. 3Iood and Tense. 

Read the whole piece in present tense, indicative mood, 
simple affirmation, without expressing 'poiver^ liberty^ or any 
thing of the like: changing interrogative sentences to direct 
affirmation, thus: IJind my self y Sfc. I am here, linhabit 
this place. It is every way suited^ <^'c. In the second verse, 
say not, ''The world apjt^ears not then originally made," &ic. 
but say: "The world is not made for the private conven- 
ience of me alone," iSrc Read now in the past tense^ indic- 
ative mood, thus: I found myself <^'c. Now read, using the 
auxiliary did^ as: I did find myself &c. Read the piece 
through, making some alteration in the construction of sen- 
tences in each auxiliary: first, with coidd, as: I could find, 
»S*c. Where could I hel &C. Next with mighty and so on. 
Observe that, would and will, should and shall, when they re- 
late merely to time or condition, are used differently in dif- 
ferent persons, thus: I shall find myself existing upon a little 
spot, &c. Where shall /be? What sort of a place shall I 
inhabit! Will it he accom.modated in every instance,^ &c. 
Will there be no excess of cold .^ &c. Shall I never be an- 
noved? Will every thing be subservient.^ &c. This use of 
shall and will is ia the indicative mood; but when will re- 
lates to inclination or determination ^ it is said to be in po- 
iential mood. Read will through the piece, without chang- 
ing it to suit different persons. Now shall. 

13. Besides reading the piece through in the different 
mixiliarieSy you may read in the different conjugations^ thus: 

First conjugation. 

1 teas found existing upon a little spot. — Where am I r 
What sort of a place is inhabited by me? kc. 

Second Conjugation. 

1 have found myself existing, &c. Where have I been? 
What sort of a place have I inhabited ? Has or hath it been 
exactly accommodated — Have I never been annoyed? &c» 



SOCIAL LESSONS, NO 8. ] 89 

Tliird Conjugation. 

I find myself existing upon a little spot — Where do I find 
myself? What sort of a place do I inhabit? Does every 
thing accommodate itself to my convenience ? Does no excess 
of heat or cold offhid me? &c. Sec. 

14. Read now in the imperative m.ood. Now in the subjunct- 
ive mood. Now in the new conjugation, thus: I am to find 
myself existing upon a little spot — Where am I to be? kc. 
Again. I have to find myself existing — Where have I to 
be? Sec. and I tvish to find myself existing upon a little spot — 
Where do I tvish to be? kc. &c 

15 You may now define the piece occording to the example 
commencing No. 3, 122. 







DEFINITION. 




• 




l8t 


Sentence, 






1 


2 


3 4 


5 


6 


1 I 


find 


myself existing 


upon 


a 


2 ^Ve 


suppose 


ourselves living 


on 


the 


3 Thou 


think 


thyself breathing 


over 


some 


4 Ye 


regard 


yourself staying- 


above 


one 


5 He 


imagine 


iiimself remaining 


under 


this 


6 She 


fancy 


herself residing 




that 


7 It 


want 


itself dwelhng 




these 


8 They 


make 


thyself inhabiting 




those 


9 \Vhat 


content 


itself occupying 




all 


10 Who 


protect 


one's self thinking 




each 


11 Which 


support 


itself knowing 




every 



145 .1 insert here a afeiv examples of Poetry ^ to be an- 
alyzed, defined^ and read. Let the teacher show here by 
example the proper '* Rhythmus of language." 

RHYTHMUS. 

^' The rhythmus of language is that perception which the 
ear has of accent, quantity and pause. Or in other words, 
a certain succession of syllables, having dilferent degrees of 
stress or quantity, and this succession being divided into por- 
tions by pauses, constitutes one important cause of the agree- 
able impression of the current of speech. 



190 SOCIAL LESSONS, NO. 3. 

Ther^ are two modes of disposing the alternate force and 
remission of stress, in the construction of rli} thmus. One 
proceeds hij a regular i^epetition of the same order of accents. 
This is called verse. The other has no formal arrangement 
of its strong and iceak^ or long and short syllables. This 
the reader must know is prose. The doctrine of the order 
of syllables in verse constitutes what is called prosody. 

Though the broad distinction betvTeen prose and verse 
consists in the more irregular sequence of accent or quantity 
in the former: still they seem to compromise their difteren- 
ces to a certain degree in their respective attempts at excel- 
lence. For the best poetic rhythmus is that which admits an 
occasional introduction of deviations from the current of ac- 
centuation: but these deviations do not continue long enough 
to destroy the general character of regularity; the order re- 
turning before the oar has forgotten its previous impression. 
Prose, on the other hand, is constantly showing the begin- 
nings of a regular rhythmus: but before any series of accent 
or quantity has time to fill the ear with its method, the cross 
purpose of a new succession breaks in upon the constantly 
inceptive character of verse." Dr. Rush. 

146. OF POETICAL FEET. 

A certain number of connected syllables forms a foot. 
All the feet used in poetry consist either of two or of three 
syllables; and are reduceable to eight kinds. 

Quantity. Ac ent. 

1. A Trochee: hateful, pettish. 

o • • • 

2. An Iambus: betray, consist. 

• o • • 

3. A Spondee: pale moon. 

o o 

4. A Pyrrhic: On the tall tree. 

6. A Dactile: labourer possible. 
o • • • • • 

6. An Amphibrach: delightful, domestic. 

• <> • • • • 

7. An Anapaest: contravene, acqui esce. 

• • o • • • 

8. Tribrach: numerable. 



SOHAL LESSONS. NO. S. 191 

* j 

147. Iambic verses may be divided into several species, 

according to the number of feet or syllables of whicd they j 

are composed. ^ 

EXAMPLES, i 

1. Disdaining, (additional short syllable.) [ 

• o • i 

2. What place is here! 

o * o ■ 

Upon, a mountain, (additional short syllable.) ] 

• o • o • i 

3 . In places far or near. i 
• o • o • o ; 
Our hearts no longer languiah. ^ 

o • o • o • ' \ 

4. And may at last my weary age. 

o • o • o • o ; 

6. How loved, how valued once, avails thee not, , 

• o • o • o • o • o ] 

6, For thou art but of dust: be humble and be wis^. i 

o • o • o -o-o.o , 

7. The Lord descended from above. 

• o • o • o • o \ 

And bowed the heavens high. : 
o • o • o 

148. Trochaic verse is of several kinds, \ 

1. Tumult cease, (an additional long syllable.) *j 

o • o 

2. On the mountain, i 
o - o • I 

In the days of (old.) j 

o . O • O i 

3. When our hearts are mourning, 

o • o • o . 1 

Restless mortals toil for (nought.) \ 

o • o • o • o ^ 

4. Round us roars the tempest louder. ^ 

o • o • o • o • I 
Idle after dinner, in his chair, 

Sat a farmer, ruddy, fat, and fair, ^ 
o • o • o • o • o 



192 SOCIAL LESSONS, NO. 3. 

b. All that walk on foot or ride in chariots, 

All that dwell in palaces and garrets. 

< • <•<•<• <• 
6. On a mountain, stretched beneath a hoary willow, 

Lay a shepherd swain, and viewed the rolling billow 
<•<• <• < •<•<• 

149. One example of the Dacfylic verse. 
Sweet to my soul is that dream of fe lici ij. 

150. Anapaestic verses are divided into seikrai /dnd«. 

1. But in vain 

They complain. 

• • < 

Then his courage 'gan fail (him,) 

• • < • • < • 
For no arts could avail (him.) 

• • < • o < o 

2. O ye woods, spread your branches apace. 

• •< • • <••< 

3. May I govern my passions with absolute sway, 

• •<• •<• •<••< 
And grow wiser and better as life wears away. 

• o <oo <oo<o o< 

On the warm cheek of youth, smiles and roses are blending. 

^*^- S-p-ee-ch m-ay b-e d-i-v-i-d-e-d i-n-to e-l-e-m-e-n-t-s, 
in-to syll-a-bles, ] accentual | sections, | and into pausal 
sections. | If | the pausal sections | be properly made, | 
with correct emphasis, | and intonation | or pitch, | but lit- 
tle I attention | need be | given to the | accented | sec- 
tions. I 

Read | the following address | to the Deity, | and ob- 

< o<ooo< oo<^o oo 

serve [ the light | and heavy parts | of the accentual | and 

< •< o <o< o o©<© « 

pausal sections. [ 

< • < • 



SOCIAL LESSONS, NO. 3' 19J 

152. ^^ An address to the Deity. '^^ 

2. O Thou! whose balance does the mountains weigh, 
Whose will the wild tumultuous seas obey, 
Whose breath can turn those wat'rj worlds to flame, 
That flame to tempest, and that tempest tame; 
Earth's meanest son, all trembling, prostrate falls, 
And on the boundless of thj goodness calls. 

2. O! give the winds all past oftence to sweep, 
To scatter wide, or bury in the deep. 
Thy pow'r, my weakness, may I ever see, 
And wholly dedicate my soul to thee. * j 
Reign o'er my will; my passions ebb and flow 
At thy command, nor human motive know! 
If anger boil^ let anger be my praise. 
And sin the graceful indignation raise. 
My love be warm to succour the distress'd, 
And lift the burden from the soul oppress'd. 

3. O may my understanding ever read 
This glorious volume which thy wisdom made! 
May sea and land, and earth and heav'n be join'd, 
To bring th' eternal Author to my mind! 
When oceans roar, or awful thunders roll. 
May thoughts of thy dread vengeance shake my soul! 
When earth's in bloom, or planets proudly shine, 
Adore, my heart, the Majesty divine! 

4. Grant I may ever at the morning ray, 
Open with pray'r the consecrated day; 
Tune thy great praise, and bid my soul arise, 
And with the mounting sun ascend the skies; 
As that advances, let my zeal improve. 
And glow with ardour of consummate love; 
Nor cease at eve, but with the setting sun 
My endless worship shall be still begun. 

5. And oh! permit the gloom of solemn night, 
To sacred thought may forcibly invite. 
When this world's shut, and awful planets rise, 
Call on our minds, and raise them to the skies; 
Compose our souls with a less dazzling sight, 
And show all nature in a milder light; 
How ev'ry boist'rous thought in calm subsides! 
How the smooth'd spirit into goodness glides! 

17 



194 SOCIAL LESSONS, NO. Z. 

6, Oh how divine! to tread the milky way, 
To the bright palace of the Lord of day; 
His court admire, or for his favor sue, 

Or leagues of friendship with his saints renew; 
Pleas'd to look down and see the world asleep, 
While I long vigils to its Founder keep! 

Canst thou not shake the centre? Oh control, 
Subdue by force, the rebel in my soul; 
Thou, who canst still the raging of the flood, 
Restrain the various tumults of my blood; 
Teach me, with equal firmness, to sustain 
Alluring pleasure, and assaultino- pain. 

7. O may I pant for thee in each desire! 
And with strong faith foment the holy fire! 
Stretch out my soul in ho])e, and grasp the prize, 
Which in eternity's deep bosom lies! 

At the great day of recompense behold, 

Devoid of fear, the fatal book unfold! 

Then wafted ujiward to the blissful seat. 

From age to age my grateful song repeat; 

My Light, my Life, my God, my Saviour see, 

And rival angels in the praise of thee! Youno 

153. Read and recite the following lines in all the useful 
modes of the voice. No. 1, 95, 96, 131, 159, 161. Lot 
every word be analyzed and defined. 

Tired Nature's sweet restorer, balmy Sleep! 

He, like the world, his ready visit pays 

Where Fortune smiles, the wretched he forsakei: 

Swift on his downy pinion flies from woe. 

And lights on lids unsullied with a tear. 
1. From short (as uanal) and disLurb'd reposC; 

I wake: how happy they, who wake no more! 

Yet that were vain, if dreams infest the grave. 

I wake, emerging from a sea of dreams 

Tumultuous; where my wreck'd desponding thought, 

From wave to wave of fancied misery, 

At random drove, her helm of reason lost. 

Though now restored, 'tis only change of pain; 

(A bitter change!) severer for severe: 

The day too short for my distress; and night, 

Even in the zenith of her dark domain. 

Is sunshine to the color of my fate. 
2-. Night, sable goddess.' from her ebon throne. 



SOCIAL LESSONS, NO. 3. 195 

111 rayjcss majesty, now stretches forth 

Her leaden sceptre o'er a slumbering world. 

Silence how dead! and darkness how protbund' 

Nor 9ye, nor listening ear, an object finds: 

Creation slee|.3. 'Tis as the general pulse 

Of life stood still, and nature made a pause; 

An awful pause I prophetic of her end. 

And let her prophecy be soon fulfiU'd: 

Fate! drop the curtain; I can lose no more. 
3. Silence and Darkness! solemn sisters! twins 

From ancient Night, who nurse the tender thought 

To reason, and on reason build resolve 

(That column of true majesty in man,) 

Assist me: I will thank you in the grave; 

The grave, your kingdom. There this frame shall fall 

A victim sacred to your dreary shrine. 

But what are ye? 

1. THOU, who didst put to flight 

Primeval Silence, when the morning stars. 

Exulting, shouted o'er the rising ball; 

THOU, whose word from solid darkness struck 
That spark, the sun; strike wisdom from my soul; 
My soul, which flies to Thee, her trust, her treasure, 
Ag misers to their gold, while others rest: 
Through this opaque of nature, and of soul, 

This double night, transmit one pitying ray. 
To lighten and to cheer. Oh lead my mind 

5. (A mind that fain would wander from its woe,) 
Lead it through various scenes of life and death. 
And froin each scene the noblest truths inspire. 
Nor less inspire my conduct, than my song: 
Teach my best reason, reason; my best will 
Teach rectitude; and fix my firm resolve. 
Wisdom tc wed, and pay her long arrear: 

Nor let the phial of thy vengeance pour'd 
On this devoted head, be pour'd in vain. 

6. The bell strikes one. We take no note of time 
But from its loss. To give it then a tongue 

Is wise in man. As if an angel spoke, 

1 feel the solemn sound. If heard aright. 
It is the knell of my departed hours: 

Where are they? With the years beyond the flood/ 

It is the signal that demands dispatch: 

How much is to be done! My hopes and fears 

Start up alarm'd, and o'er life's narrow verge 

Look down — on what? a fathomless abyss; 

A dread eternity! how surely mine? 

x\nd can eternity belong to me. 

Poor pensioner on the bounties of an hour? 

7. How poor, how rich, how abject, how auguit, 



196 SOCIAL LESSONS, NO. 5 

How complicate, how wonderful, is man! 
How passing wonder HE, who made him such! 
Who centred in our make such strange extremes? 
From different natures marvellously mixt, 
Connexion exquisite of distant worlds! 
Distinguish'd link in being's endless chain! 
Midway from nothing to the Deity! 
A beam ethereal, sullied and absorb'd I 
Though sullied, and dishonor'd, still divine! 
Dim njiniature of greatness absolute! 
An heir of glory! a frail child of dust! 
Helpless immortal! insect infinite! 
A worm! a god! I tremble at myself, 
And in myself am lost. 
8. At home a stranger, 

Thought wanders up and down, surprised, aghast, 
And wondering at her own: how reason reels! 
Oh what a miracle to man is man. 
Triumphantly distress'd! what joy, what dread! 
Alternately transported, and alarm'd: 
What can preserve my life? or what dtstroy? 
An angel'i arm cant snatch me from the grave; 
Legions of angels cant confine me there.'* Young. 

154. An extract from Pope^s Essay on Man. 

1 AWAKE / my St. John ! leave all meaner things 

2 To low ambition, and th^ pride of kings. 

3 Let us (since life ean little more supply 

4 Than just to look about us and to die) 

5 Expatiate free o'er all this scene of man; 

6 A mighty maze/ but not without a plan: 

7 A wild/ where weeds and fiow'rs promiscuous shoot, 

8 Or garden, tempting with forbidden fruit. 

9 Together let us beat this ample field, 

10 Try what the open, what the covert yif Id; 

11 The latent tracts, the giddy heights explore, 

12 Of all who blindly creep, or sightless soar; 

13 Eye nature's walks, shoot folly as it flies, 

14 And catch the manners living as they rise; 

15 Laugh where we must, be candid where we ean, 

16 But vindicate the ways of God to man 

17 Say first, of God above, or man below, 

18 What can we reason, but from what we know? 

19 Of man what see we, but his station here, 

20 From which to reason, or to which refer? 

21 Through worlds unnumber'd, though the God be known^ 

22 'Tis ours to trace him only in our own. 

23 He, who through vast immensity can pierce, 

24 See worlds on worlds compose one universe. 



SOCIAL LESSONS, NO. 3. I97 

25 Observe how system into system runs, 

26 What other planets circle other suns, 

27 What varied being peoples every star, 

28 3Iay tell, why Heaven has made us as we are. 

29 Put of this frame, the bearings and the ties, 

30 The strong connexions, nice dependencies, 

31 Gradations just, has thy pervading soul 

32 LookM through? Or, can a part contain the whole? 

33 Js the great chain, that draws all to agiee, 

34 And drawn, supports, upheld by God, or thee? 

35 Presumptuous man/ the reason woaldst thou find, 
33 W^hy form'd so weak, so little, and so blind? 

37 First, if thou canst, the harder reason guess, 

38 Why form'd no weaker, blinder, and no less/ 

39 Ask of thy mother earth, why oaks are made 

40 Taller or stronger than the weeds they shade? 

41 Or ask of yonder argent fields above, 

42 Why Jove's satellites are less than JoYe? 

43 Of systems possible, if 'tis confest 

44 That wisdom infinite must form the beat, 

45 Where all must fall or not coherent be, 

46 And all that rises, rise in due degree; 

.47 Then, in the scale of reasoning life, 'tis plain, 

48 There must he, somewhere, such a rank as man; 

49 And all the question (wrangle e'er so long) 

50 Is only this, if God has pl'^c'd him wrong? 

51 Respecting man, whatever wrong we call, 

52 May, must be right, as relative to ail. 

53 In human works, though labor'd on with pain, 

54 A thousand movements scarce one purpose gain; 
65 In God's, one single can its end produce, 

56 Yet serves to second too some other use. 

57 So man, who here seems principal alone, 

58 Perhaps acts second to some sphere unknown, 

59 Touches some wheel, or verges to some goal; 

60 Tis but a part we see, and not a whole. 

61 When the proud steed shall know why man restrains 

62 His fiery course, or drives hiiu o'er the plains; 

63 When the dull ox, why now he breaks the clod, 

64 Is now a victim, and now Egypt's god; 

65 Then shall man's pride and dulness comprehend 

66 His actions', passions', being's use and end; 

67 Why doing, suffering, check'd, impell'd; and why 

68 This hour a slave, the next a deity. 

69 Then say not, m-dn's imperfect, Ileav'n iu fault; 

70 Say rather, man's ^s perfect as he ought; 

71 His knowledge measur'd to his state and place, 

72 His time a moment, and a point his space, 

73 If to be perfect in a certain sphere, 

74 What matter soon or late, ©r here or there? 



^ 



198 SOCIAL LESSONS, NO. Z, 

75 The blest to-day, is as completely so, 

76 As who be^an a thousand years ago. 

77 Heaven from all creatures hides the book of falo, 

78 All but the page prescrib'd, their present itate: 

79 From brutes what men, from men what spirits know; 

80 Or who could sutler being here below? 

81 The lamb thy riot dooms to bleed to-day, 

82 Had he thy reason would he skip and play? 

83 Pleag'dto the last, he crops the flowery food, 

84 And licks the hand just rais'd to shed his blood. 

85 O blindness to the future/ kindly giv'n, 

86 That each may fill the circle, mark'd by Hcav'n- 

87 Who sees with equal eye, as God of all, 

88 A hero perish, or a sparrow fall, 

89 Atoms or systems into ruin hurl'd, 

90 And now a bubble burst, and now a world. 

91 Hope humbly then; with trembling pinions soar: 

92 Wait the great teacher, death, and Ciod adore/ 

93 What future bliss, he gives not then to know, 

94 But gives that hope to be thy blessing now. 

95 Hope spriigs tternal in the human breast; 

96 Man never i.s, but always to 5e blest. 

97 The soul uneasy, and confin'd from home, 

98 Rests and expatiates in a iife to come. 

99 Lo/ the poor Indian, whose untutored mind 

100 Sees God in clouds, or hears him in the wind; 

101 His soul proud science never taught to stray 

102 Far as the solar walk, or milky way; 

103 Yet simple nature to his hope has giv'n, 

104 Behind the cloud-topt hill, an humbler heav'n: 

105 Some safer world in depth of w oods embrac'd, 

106 Some happier island in the wat'ry v\ aste, 

107 WhTfe slaves once more their native land behold, 

108 No fiends torment, no Christians thirst for gold/ 

109 To be^ contents his natural desire, 

110 He asks no angel's wings, no seraph's fire; 

111 But thinks, admitted to that equal sky, 
1,12 His faithful dog shall bear him company. 



THE UNIVERSAL PRAYER. 

1 FATHER of All! in ev'ry age, 

2 In ev'ry clime ador'd, 

3 By saint, by savage, and by sage, 

4 Jehovah, Jove, or Lord! 

5 Thou Great First Cause, least understood, 

6 Who all ipy sense confin'd 



SOCIAL LESSONS, NO 3. 19« 

7 To know but this, that Thou art good, 

8 And that myself am blind; 

9 Yet gave me, in this dark estate, 
10 To see the good from ill; 

J 1 And, binding nature fast in fate, ' 

12 Left free the human will. 

13 What conscience dictates to be done, 

14 Or warns me not to do, 

15 This, teach me more than hell to shun, 

16 That, more than heav'n pursue. 

17 What blessings thy free bounty gives, 

18 Let me not cast away: 

19 For God is paid when man receives; 

20 T' enjoy, is to obey. 

21 Yet not to earth's contracted span, 

22 Thy goodness let me bound, 

23 Or think Thee Lord alone of man, 

24 When thousand worlds are round: 

25 Let not this weak, unknowing hand 

26 Presume thy bolts to throw, 

27 And deal damnation round the land, 

28 On each I judge thy foe: 

29 If I am right, thy grace impart, 

30 Still in tlie right to stay; 

31 If I am wrong, O teach my heart 

32 To find that better way. 

33 Save me alike from foolish pride, 

34 Or impious discontent, 

35 At aught thy wisdom has deny'd, 

36 Or aught thy goodness lent. 

37 Teach me to feel another's wo; 

38 To hide the fault I see: 

39 That mercy I to others show, 

40 That mercy show to me . 

41 Mean though I am, not wholly so, 

42 Since quicken'd by thy breath, 

43 O lead me, wheresoe'er I go, 

44 Through this day's life or death. 



200 SOCIAL LESSONS, NO. 3. 

45 This day be bread and peace my lot: 

46 All else beneath the sun, 

47 Thou know'st if best bestow'd or not, 

48 And let thy will be done. 

49 To Thee, whose temple is all space, 

50 Whose altar, earth, sea, skies.! 

51 One chorus let all being raise! 

52 All nature's incense rise! Pope. 

156. THE DYING CHRISTIAN TO HIS SOUL. 

1 VITAB spark of heavenly flame! 

2 Quit, O quit this mortal frame! 

3 Trembling, hoping, ling'ring, flying, 

4 O the pain, the bliss of dying! 

5 Cease, fond Nature, cease thy strife, 

6 And let me languish into life. 

7 Hark! they whisper; angels say, 

8 Sister spirit, come away. 

9 What is this absorbs me quite! 

10 Steals my senses, shuts my sight, 

1 1 Drowns my spirits, draws my breath! 

12 Tell me, my soul, can this be Death? 

13 The world recedes! it disappears! 

14 Heav'n opens on my eyes! my ears 

15 With sounds seraphic ring: 

16 Lend, lend your wino;s! I mount! I fly! 

17 O Grave! where is thy victory ? 

IS O Death! where is thy sting .'^ Vofe. 

157, DIRECTIONS TO A CLASS OF SMALL SCHOLARS. 

1. Look at No. 3, 154. What do you find there? Ls the 
^ssay written in verse or prose? Do you know whether Mr. 
Pope is now living or not? Where did he live when he wrote 
this poetry? Weil, now let us see if we can understand what 
he wrote? 

2. No. 1 , may tell me the name and use of that little mark 
in the 1st line, after the word, awake, after the word John. 
No. 2, what mark after the word ambition, in the 2d line? 
what after kings? No. 3, what do you call those marks 



SOCIAL CESSONS, no. $. 201 

in the 3d and 4th lines? No. 4^ what mark at the end of 
the 5th line? No. 5, at the end of the 6th line? No. 6, what 
do you call the mark after the iv, in the word flowers, in the 
7th line? What letter is omitted? No. 7, what mark at the 
end of the 18th line? &.c. Let the young pupil be exercised 
thus until every mark and its use is known. 

3. No. 1, may name the letters, singly m the first word 
1st line, thus: a-w-a-k-e. No. 2, in the second word. No. 
3, in the word saint. Read, ten lines in this way. Now 
No. 1, may utter the sounds singly, in the first word, thus: 

aw a ke. No. S, the sounds in the second word, m y, kc. 
< ( ^ / / \^ 

4. No. 1, now pronounce properly the first word. No. 2, 
the Jsecond. No. 3, the third, and so on, as far as the 16th 
line. 

5. Now we will pronounce each word by itself simulta- 
neously as far as the 16th line. 

6. No. 1, may now read the 1st line. No. 2, the 2d line. 
No. 3, the 3d line, and so on, as many lines as we have 
scholars in the class. No. 2, may now read the 1st line. 
No. 3, the 2d. No. 4, the 3d, and so on round to No. 1. 
No. 3, may now read the 1st hne. No. 4, the 2d line, and 
so on round to No. 2, <^c. &c. 

7. Each one in the class may now read the 1st line, be- 
ginning at No. 1. Now each one read the 2d line, begin- 
ning at No. 2, and so on. Let the teacher direct the mode 
of expression J whether loud, or soft^ open or close, high or 
low, &c. ^ 

8. Now let us read simultaneously as far as the 16th line, 
in a low, natural, soft voice. Here the improvement of the 
pupil depends almost entirely upon the EXAMPLE of the 
teacher. 

9. Now let us attend to the meaning of the words. 
Whom does Mr. Pope address in the first line? Whom do I 
address in this sentence: Awahe^ little boys, leave your downy 
hedsl Do you think that ' awake' here means to arouse froni 
sleep? No, it means to arouse from carelessness^ from indif- 
ference^ laziness. No. 1 , may leave his seat and go to the 

door. Then you know what the word leave^ means. You 
know what it is to leave a book at home. Now we will sup- 
pose that Mr. Pope addressed the whole family of man, in- 
stead of his friend St, John, then of course we should be in- 



202 SOCIAL LESSONS, NO 3. 

eluded. Awake, my brethren, leave all meaner things. Now 
teii me v?hat is meaUj that we can leave. No. 1, may men- 
tion some mean habit, that those who have it should leave. 

The Ijer should leave off lying. 

No. 2, mention one. 

The thief should leave off stealing*. 

No. 3. The swearer should leave off swearing. 

No. 4. Laziness is a bad habit, therefore let him who is 
lazy, leave it and be industrious. 

No. o. Drunkenness is a mean habit, therefore let the 
Alrunkard lecve his intoxicating cup, and become temperate 
and sober. 

Some of you have the habit of constantly moving in your 
class so as to disturb us. Now what should you do with 
such a habit.^ 

In this way a small child may be taught to understand al- 
most any phrase in poetry. Take this phrase, 5th line: 
** o'er all this scene of man." Mention one scene of man. 

No. 1. A room filled with children learning to read, and 
write, and spell, is one scene of man. What name do you 
oive it.^ 

No. 2. A house filled v/ith men, women, and children, 
worshipping God, is another scene. 

No. 3. The place where thousands of men meet with 
deadly weapons to kill each other, is a wicked scene of man. 
What name do we give it? Sfc. &c. 

We will now hear you spell. No. 1, spell aivake. No. 2, 
aivakes. No. 3, awakeih. No. 4, awakest^ awaking^ awak- 
ed.^ awoke-, ivakcy wakeSy Sic. My, /, miiiCy me, myself. Ally 
almost y always y all-wisiy all-seeing y &c. LeavCy leaves y 
leaving y left. Meany meaner y meanest y meanly. Things 
things, some-thing, amj-thingy nothing y every-thing. 



SOCIAL LESSONS, NO. 4 



IDIOMS, 

1. Let me hear you pronounce the elementary sounds of 
the voice. No. 1, 52. Write the characters of the perfect 
alphabet upon the slate. 

2 Name the letters of the English alphabet. Write 
them both capital and small. Name the characters that 
represent the vowel sounds. What are all the other letters 
called? No, 1, 44. 

3. What is Language? No. 2, 120. Read from 1 19 to 
122. Read from No. 1, 217, to 217—21 , What is ac- 
cent? No. 1, 218. 

4. Read some of the tables, commencing at No. 1, 1B6. 
Tell the meaning of some of the words. 

5. What is a prefix? No. 1,228. Mention some. W"hat 
is an affix? Mention some. Read the examples given 23 L 
What is inflection of words? No. 1, 234. What are words? 
235. Read some of the examples of derivation, 237. 

6. Words are the most simple form of S2)eecli, We have 
about 70000 words in the English language, which are divid- 
ed into classes by grammarians. How many classes? No, 
2, 131, By what names are these classes called? Give ex- 
amples of the first class, of the second, third, and so. on. 

7. A phrase is formed of two or more ivords of differ eni 
parts of speech rightly put together j not including ike agent 
and the verb . 

L Read the phrases given in No. 2, 149, and apply in 
its proper place the word very, as: A very good man, 

2. Now read Master Bosworth's lesson, prefixing a prep- 
osition, thus: In a very good apple, 

3. Read Master Green's lesson, and qualify the preposi- 
tion, thus: Just under a very good tree. 

4. Now we will read Master Philip's, No. 2, 152, thus: 
Entirely round a very uncommonly good house. 



00 

a 

o 



204 SOCIAL LESSONS, NO. 8. 

5. Prefix to all the phrases the infinitive mood. 
To be a good man. ^ 

To be a very good man. [5 

To be in a very good apple. )- 3 

To he just under a very good tree. j g 

To be entirely round a very uncommonly good house J 

8. Every simple sentence must have one agent and one 
verb. Prefix to the above phrases an agent diud finite verb, 
3L finite verbis opposed to a verb in the infinitive mood. 

lie is to be a good man. 

lie is to be a very good man. 

It is to be in a very good apple. 

It is to be just under a very good tree. 

jfi is to go entirely round an uncommonly good house. ^ 

Read the examples under principle 6. No. 3, 22. Read 
have instead of the verb tobe^ read do. What three parts 
belong to a simple sentence.'^ No. 2, 27. All the examples 
from No. 2, 22, to 64, are simple sentences. Can you tell 
why they are simple ? 

9. A compound sentence is formed of two or more simple 
sentences. 

Read the examples. No. 3, 24, and prefix another sen- 
tence: of simple sentences, making compound ones, thus: 
I knoiv that sounds are. 
I know that tastes are, &c. 
Again,* 

I know that sounds are^ as vrell as you can tell me. 
Make compound sentences of the simple ones in each ex- 
ample from No. 3, 22, to 64. 

2. How many kinds of sentences? No. 3, 128. How 
are they distinguished } Form an interrogative sentence from 
each word in the table, No. 1, 198, either simple or com- 
pound, thus: 

Father, what do you think I ought to shunl 
James, my son, will you shut that entry door.^ 
Peter, why do you shove him off the side walk ? 
Do you see that horse chud his bridle bits.^ &c. 
champ 
Now change the same to declarative sentences. Read 
them negatively. 

Now associate the words in the table, No. 1, 199, with 
Ihosem the 198th, thus: 



SOCIAL LESSONS, NO. 4. 205 

I will shunihe man that unsheathes the sword. 

The boy hurt his shin while he was shutting the doorj &c. 

If you will not shove me I will shill all the peas. 

push shell 

3. A clause is a part of a compound sentence. 
She cooked the sauce which he bought at the market. 
first clause. latter clause adjunct or phrase. 

9. An interrupting 'phrase or sentence is a remark occur^ 
ling between the parts of a regular sentence. 

Mr. President, / shall not separate this farrago into parts. 
A regular sentence preceded by an address. 

Mr. President, I shall not, it will not be expected^ that I 
should do it. an interrupting sentence. 

" Mr. President, I shall not, it will, I trust, not be ex- 
pected that I should, either now, or at any time, separate 
this farrago into parts, and examine its components." 

In this last example we have several interrupting phrases, 

10. On the following page I introduce a scale of conju2:a- 
tion by which may be learned, by suitable instruction, in a 
short time, all that is important, of number.^ person^ mood, 
^nd tense, and government and agreement oi words in sen- 
tences. In forming the table I have regarded the operation 
of the mind and the convenience of teaching, rather than old 
established forms. Much is left for the teacher to direct, and 
for the pupil to observe. Those who have taught English 
Grammar by the common method, know how difficult it is to 
make young children understand, fully, the conjugation of 
verbs. In this way it is no more difficult than it is for them 
to understand the plainest sentence. When a little child 
reads these lessons, let him know that he is the one con- 
cerned. When he says, / could be, I might be, fyc. let 
him undey^stand that he is reading of himself, of his own ex- 
istence, of his own power, liberty j ^^c. 

After a child has read the first conjugation, first person sin- 
gular, say to him or to her, something like this: Thou dost 
exist, thou must be — in some condition. 

Thou must be either sick or well. ) Art thou sick or 
I am — well. ) ivelll 

Then say: I could be ivell — I might be well^ 8lc. It would 
be very easy to write volumes of directions, but it is easier 
for the teacher to direct from nature herself whose book is al- 
ways open, and may be read as well by the infa^it as the sage. 
18 



306 



SOCIAL LESSONS, NO. 4. 



RULE 1st, The nominative case governs the verb. 



Present. Being, 
Perfect. Been. 
Compound' Being done. 



Present. Having* I Present. 

Perfect. Had. I Perfect. 

Compound* Having bad. I Compound. Having done. 



Doing- 
Done. 



> 










« Z2 


1° 


Tojbe- 




To have. 


To do. 


%d 


;§s 
































































i 


^S 


a 


ii 


i^^^l 


S^^ 0> 4. 


conld have, 
e might liave 
would have 
should have 
had 
has, h 
shall have 
will have 
may have 
can have 
must have 


doit, 
doit 
do it 
doit 
t. He 
does 
it 
it 
it 
t 
it 


ii 


h it 


mi 


Bhall 
will I 
may b 
can be 
must b 


could 
e rnighl 

would 
should 
did do 
does do 
shall d 
will do 
may do 
can do 
must d 






tCw^ii 




Km- 


swcti tea 


2 ■'■ 



Q. O 3 

• q « !u: 



^^ 









o O O o ^ 



^^-s-:- 



«s?-s:Hs-5^sgs 

3 "^na 






^>^ 






^^.. 



•" 


.tf 


-a 


TD 




J^ 


^ 






o 












na 




"3 
o 


3 


o 


o 




::: 


o 


F 


& 


^ 


•l 


-o 


« 


& 


















^ 


> 


z; 




^ 


^ 







s ? 



i >S 3 fi 



1^ 



d 2* 



ri «0 i~~ 00 C33 c 



o-v «5cor^ooo>c 



1st Conjugation. 



2d Conjugation. 



3d Conjugation, 



Be so -good as to do it. 
Do be so good as to do it! 



John, have it ready. 
Do have it ready, John ! 



Boys, do it well. 
Dodo it well, boys! 



General Rule. Words must agree with each other imentences. 



SOCIAL LESSONS, NO. 4. 207 




3 
. ''^ ^ c -. S ^'^ ^ :d ^ 



S 'S-i i s III «5 =- |^,o es^:^ \§iij 

^ -E,-2 -I III ^ ^ i:: I « § ?^ -^ I ^- o cc^^* g, 11 .^ o ^ 



?3 



O 



o 



«^ bD C -r; ^ '^C x 2 tc ^' d ^ zf, <=> S *>< =C = 



208 



SOCIAL LESSONS, NO. 4. 

15. NEW CONJUGATION. 



This term is given to such finite verbs as appear to be us- 
ed auxiliary to the infinitive mood. 



No. 1. 
I am to be. 
I have to be 
I like to be 
I seem to be 
I love to be 
I seek to be 
I wish to be 
I want to be 
I choose to be 
I incline to be 
I pray to be 
I beg to be 
I mean 

I expect to be. 
I intend 
I attempt to be 
I undertake to be 
I endeavor to be 
I try to be 
I strive to be 
I engage to be 
I agree to be 
I bargain 
I consent to be 
I appear to be 
I refuse to be 
I propose to he 
I resolve to be 
I venture to be 
I offer to be 
I labor to be 
I fail to be 
I forget to be 
I begin to be 
1 cease to be 
1 affect to be 



I happen to be 
I learn to be 
I regret to be 
I fear to be 
I dread to be 
I abhor to be 
I threaten to be 
I disdain to be 
I scorn to be 
I ache to be 
I prefer to be 
I grieve to be 
I weep to be 
I mourn to be 
I lament to be 
I stand to be 

No. 2. 

Let us be to be so. 
Make us have to be so 
See us like to be how? 
Should we love to be so 
If we seek to be good 
— We ivish to fee good 
Let us want to be 
Let us choose to be 
Let us incline to be 
Let us pray, <Src. 

No. 3. 

1 permit myself to be one 

I allow 

I oblige 

I obligate 

I command 

I suppose 

I imagine 



SOCIAL LESSONS, NO. 4. 



209 



I use mjself to be 
I accustom 

habituate 
I cause 

confess 

I take this opportunity to be one 
I seize chance 
I grasp time 

hold occasion 

conjecture eVent 

design him ^o be one 

represent him 
I prove him 
I leave him 
I know him 
I take him to be one 

No. 4. 

I am apt to be so To be how? 

am fit to be so 

am quick to be so 
I am readj to be so 

am liable to be so 
I am likelj to be so 
I am able to be so 

am anxious to be so 
I am eager to be so 
I am desirous to be so 
I am proud to be so 
I am vain to be so 
I am crazy to be so 
I am weak to be so 
I am unfair to be so 
I am unkind to be 

am ungenerous 
I am absurd 
I am wrong 
I am foolish 
It is impossible 
It is unnecessary 
it is unprofitable 
It is horrible 
18* 



t is frightful to be so 

t is terrible 

t is dreadful 

t is natural 

t is proper 

t is improper 

t is sufficient 

t is difficult 

t is hard, <^c. 

No. 5. 

am inclined to be 

disposed to be useful 

desired 

invited 

urged 

encouraged 

teased 

made 

obliged 

told 

expected 

called 

entitled 

warned 

tempted 

said 

reported 

commanded 

troubled 

supposed 

pestered 

voted 

taught 

known 

flattered 

understood 

induced 

bewitched 

accustomed 

determined 

resolved 



210 SOCIAL LESSONS, NO, 4, 





No. 6. 




I durst be. 


I durst have it. 


I durst do it. 


I dare be 


I dare have it 


I dare do it 


I need be 


I need have it 


I need do it 


I must be 


I must have it 

No. 7. 


I must do it 


I see him there. 


I see him have it. 


I see him do it. 


hear 


I hear him have it 


1 hear him do it 


feel 


feel 


I feel him do it 


behold 


behold 


I behold him do it 


let 


let 


I let him do it 


make 


make 


I make him do it 


have 


have 


I have him do it 



No. 8. 

I had better be there. I had better have it. I had better do il» 

I had rather be there rather rather 

Ihadas lief he there as lief as lief 

I may as vrell be there may as well may as well 

No. 9. 

I came Jor the purpose of doing it. 

I went under the cover of 

with the intention of 

after the manner of 

upon the right of 

I spake of the necessity of 

with the design to do it 

in order to do it 

No. 10. 
I am going to be, to have, to do. 
preparing 

expecting / am going to be there. 

wishing riding > Referring 

desiring walking ) to reason. 

calculating 

No. 11. 
I am willing to be, to have, to do. 
seem 

appear Thou art ivilling to be — what? 

look Write different predicates after be, as r 

act / am ivilling to be a soldier. 



SOCIAL LESSONS, NO. 4. gH 

No. 12. 
I am as though I was wilh'ng to be, to have, or to do. 
seem as if 

appear Construct other sentences, 

look 
act 

No. 13. 
I have made up mj mind to be, to have, and to do. 
come to the conclusion 
come to the determination to be what I can 
obtained liberty to be a friend to you 

got his consent to be here to-morrow 

induced him to be-come his friend 

encouraged him to h^ faithful to her 

engaged him to be on the ground 

hired him to be up early 

bought him to be used here 

No. 14. 

I have power to be, to have, to do. 

I have ability 

strength The infinitive mood here does not refer 
might to reason as in No, 15, hut expresses a 

liberty certain affection of the agent, I possess 

permission not power merely jor the purpose of being 
leave in this or that condition^ hut by having 

a capacity j)owery liberty^ inclination^ 4'^, / have 
a wish the means of being good or bad^ ofhav- 

a will ing this or that thing, of doing this, or 

. a mind that, or the other act. 

a desire 
an inclination I have power to build me a house to 

It hath a tendency keep off the rain, to preserve my 
a propensity health, to be able to perform my duty. 
a disposition ^ 

No. 15. 
I have houses to live in, to shelter from the storm. 
ships to sail in 
farms to work on 
mills to operate machinery in 
workmen to direct the business. 



212 SOCIAL LESSONS, NO. 4. 

No. 16. 

My intention is to shoio that what I said is true, 
design 
expectation 

No. 17. 

It is contrary to nature to suppose that it will. 

counter 

against 

foreign 
It is wrong, No. 4. 

RULE 1. 

The nominative case governs the verb, and the verb 
agrees with the nominative case in number and per- 
son, as: 

I am. We, ye or they are. Thou art. He, she or it is. 
was were ivast was 

The nominative case is the subject of the verb, No. 2, 27, The 
nominative case may consist of one noun or pronoun, as: 

1 James writes. He lorites. 

Grit may consist of two or more nouns or pronouns, as: 

2 James and John are happy. 

3 He and I are happy. 

4 John or James is happy. 

It may consist of the infinitive mood, a phrase or a sentence, or of a 
nuffiber of sentences, as: 

5 To die is the lot of all. 

G To witness the death of a youth is very affecting. 

7 What I told him to do convinced her at once. 

8 What I told John about James^ knowing hoiv to do it 
better than Charles did it yesterday, I think w^ill induce Ma- 
ry to expect John to gain the prize. What will induce Ma- 
ry to think so? 

The nominative may consist of a relative, as: 

9 The man ivho came here yesterday is very sick. 

To what does who relate ? To what is who nominative ? 

The sanje relative may relate to more than one noun or fact, to 
two nominatives, to two objects, or to on© nominative and object- 
ive, as: 



1 

SOCIAL LESSONS, NO. 4. 213 | 

10 I hold tuhothe brought. (Two objectives.) ] 
I hold the apple ivhicJi he brought. ! 

pear which t 

berries that 1 

I hold the apples, and he brought the apples. j 

11 I hold U'/iai remain. {Object and nominative.) \ 
I hold the apples 1 

the pears i 

the berries \ 

the apples remain ! 

pears remain ^ : 

berries remain ; 

I hold these things which things remain I 

these — lohich — remain \ 

those that ] 

all that I 

this ihinp; which remains ■ 

that that \ 

each person who remains 

every one that does it '; 
TVhathe brought remains. 

An apple he brought and it remains i 

The apple, which he brought, remains. ^ 

That, which he brought, remains. I 

Whatever he brought is object of brought and nominative ; 
to remains. 

12. What remains is in my possession. {^Two nominatives) ; 

remain are .] 
The apple remains, which is in my possession. 

The apples remain, which are in my possession. j 

'' Whatever is, is right." j 

Whoever wrongs his neighbor, injures himself. J 

If /wrong my neighbor, /injure myself. ^: 

If James wrong his friend he injures himself. ^ 

Examples of simple sentences, consisting of two words, the agent i 
and verb. 

13. Men walk, men run, men jump, men study. : 
Men walk, women walk, boys walk, girls walk. ] 

A simple sentence consisting of many words. , 

14. The pretty little boys walk very nimbly over the ^ 
green fields in the warm spring, to see the innocent birds fiy ] 



214 SOCIAL LESSONS, NO. 4. 

from the shady trees after food for their young ones to eat to 
keep them alive. 

15. Position of the nominative. 

In the imperative mood without the auxiliary it comes after the 
verb, and is generally understood. 

1. James, come here, come thou here. 

With the auxiliary the nominative comes between it and the prin- 
cipal verb. 

2. James do thou come here, my son. 

Boys, do ye come here. Come here, my children. 

In a direct declarative sentence the nominative comes before the 
verb. 

3 /could be. 4. /could wo^ be. 

In interrogative sentences the nominative comes between the auxil- 
iary and the verb. 

5. Could I be. Could not I be, or could I not be. 

The nominative comes after the verb in interrogative sentences with- 
out an auxiliary. 

6. Am I? Are %ve^ Go ye to-day.^ Say ye so.^ 
'' Hears the hawk when Philomela sings.'"' 

The nominative comes after the verb in sentences like the follow- 
ing- 

7. Here are five scholars. In this place are men waiting. 

1 . There are five scholars.^ There ivere many men pres- 
ent. 

2. We have evil hearts, thence proceed hurtful passions. 
S, Evil hearts have ive, " hence arise wars and conten- 
tions." 

4. Oft hath he injured me, yet never reproached I any one. 

5. Thus spake /kindly to him, yet tried he to vex me. 

6. So anxious is he to go, that 1 would not hinder him. 

7. By that means came they and took us unexpectedly. 

8. By whose leave came ye into my presence.'^ 

9. By your father's permission came I into your presence. 

10. Come another man into my room and I lock my door. 

16. RULE 2. 

The objective case is governed by verbs, parti- 
ciples, and prepositions. 

JBy verbs. 
1. I move my hand. 2. I move my hand to take some 
ink. 3 . I run a race to exercise myself 

^A vulgar idiom. 



SOCIAL LESSONS, NO. 4, 215 

By jyci'i^iiciples. 

5. I was moving my hand taking ink. 
He does not hinder my taking the ink. 

6. It was moved a distance. 

Tn this last example the word, distance^ is not governed by move 
as ink is governed by taking. Distance is governed by a preposi- 
tion undertood, but we may say that distance is a common noun 
neuter, singular namber, object after the paiticiple moved. This is 
a convenient way oi parsing, and as it is a well established idiom it 
appears proper. 

7. He was taught grammar. 8. He had taught him in 
the science of grammar. 9. He had the act of teaching 
him (in) the science of grammar. 

All that follows had in the last example may be considered the ob- 
ject of had. So far as the mind is concerned it is better than to dis- 
sect it by other rules. Rule 1, 8. The pupil should know huw to 
do either. 

10. He had taught him to understand grammar. 11. 
He had killed him a calf. 

Here two objects come after a participle. 

12. He had killed a calf for him. 13. Bj moving my 
hand T had taken the ink. Having moved mj hand to be 
taking the ink I could not hinder his falling. 

By pre'positions, 

14. I hold the pen in my hand between my fingers, to take 
mkjrom the inkstand/or the purpose oT writing words npc*,i 
this paper in good style. 

15. Prepositions are used principally to denote the place 
of things. Every thing requires some place. An apple 
may be upon a tree on a limb above the fence over the wa- 
ter in the field ivithin view amid the corn among' other thing* 
without the lot. It might drop off the twig, fall against a 
leaf, lodge between two limbs, or it might fall to the ground, 
roll under the fence and there lie betivixt the river and the 
tree, beneath the notice of d.ny one, or it might be carried to 

I the mill or thrown at something. Thrown at what? At a 
I bird in the air, at a fish in the sea, at an insect on the 
I ground, at a glass window, and through it into the room un- 
]to the other side, across the new carpet. No. 3, 54. 



216 SOCIAL LESSOxNS, NO. 4. 

17. RULE 3. 

Articles, prououns, adjectives, participles and ad- 
verbs, must agree with the words to which they re- 
late. 

The articles that agree with nouns in the singular number, and do 
not take o/ after thetii, are the following: 

1. A or an, the, every^ my, our, thy, your, his, her, its 
their. 

Such articles as do take of after them, and may be used as pro- 
nouns. 

2. This, that, one, each, any, some, these, those^, all 
Tli'is thing y that tilings one thing y each thing y any thing, these 
things J he. 

Such as must agree in number. 

5. A or an, one, each, every, this and that, relate to sin- 
giilar nouns. These, those, and all, relate to plural nouns. 
The remaining ones relate either to singular or plural nouns . 
N9. 3, 13,as: 

4. The man, the men; my man, my men; our man, our 
men, Sec. 

5. All, all the men, all these men, all those men, all 
the apple, all the apples, all of the apple. 

6. Other, another, the other, one other, ever^y other, mt/ other, 
the others my others. 

7. Pronouns by some are divided into personal^ relative ^ 
and adjective. 

See personal. No. 2, 24, 29: excepting my, our, &c. which agree 
witti nouns as articles, but as they stand for nouns in the possessive 
ease, they may with some propriety be called pronouns. 
Is this Jane'^s pen.'^ 
It is her pen. 

7. The adjective pronouns are such of the articles as 
may supply the place of nouns. 

8. '^ Tivo principles in human nature reign, 
Self love to urge, and reason to restrain; 

Nor this ( ) a good, nor that ( ) a bad we call, 
Each ( ) works its end, to move or govern all, ( ) 
And to their proper operation still. 
Ascribe all good; to their improper, ill." 

10. This refers to the last thing mentioned, aad that to 
the former. 

1 1 . The words called relative pronouns are: 



SOCIAL LESSONS, NO. 4. 217 

WJio, wKosCj ichom, ivhich^ what and thai. 

whoerer, whosever, whomever, whichever, whatever 
whosoever, whosesoever, whomsoever, whichsoever, whatsoever 
Thej sometimes relate definitely to an antecedent, as: 
The man ichom you saw^ and u'Ao spoke to me, stayed at 
uncle's last night. 

To what does who relate? To what does whoml 

Relatives are sometimes very indefinite. Says Young: 

^' TVho wishes, owns himself immortal! 
Who lives to nature, rarely can be poor, 
TVho lives to fancy, never can be rich." 
Who came with Julia last night? 

12. Relatives are not varied on account of gender, num- 
ber or person, and only who, to express ease. 

13. I saw the maiij ivho brought you the book that I 
bought. 

14. I saw the man, ichom I told to bring the books thai 
were bought. 

I saw the man, whose mind was bent upon the book which 
he, &c. 

15. The relatives do not change their character, as rela- 
tives, when used inter rogaiively. 

What did you see.'* What (act) did you dol 
A house did I see. I built a house. 

In what condition did you find him? 
In a most wretched state did I find him. 
TTHiat in the above sentence is not a relative pronoun, but 
a relative of quality , or condition, or manner of being. 

Whaty who, how, ichere, when, why, I call general rela- 
tives, on account of their general and comprehensive mean- 
ing and use. 

16. ?^iaf didst thou do ? > Here, if/ioi relates to the 

I wrote. ) verb. 

17. How didst thou do it? > Hoiv is not a relative py^o- 

Well I did it. ) noun, hut di relative of manner 

18. J^Fi^-6re didst thou do it ?> rri r i. j ? i j^ -^ 
,- ., , . r Tj -A < 1 what does imere relate ? 
171 the street 1 did it. ) 

19. ?^e?i didst thou do it.^ > rr. t. i. j l i . ^ 
Yesterday I did it. \ ^^ ^^^* ^^^^ ^'^^^ ^^^^^^ ' 

•JO. TVhv didst thou do it.? > ^r. i. x j 7 1 ^ - 

Ti. ..i...>u.na w.^ \ To what doeg why relate r 

10 convmce Dim. ) '^ 

19 



218 SOCIAL LESSONS, NO. 4. 

21. The sense must direct to what noun an adjective he- 
longs ^ and to what verb or pa^iiciple the adverb belongs. 

Position of the adjective. 

22. Little birds, scaly fish, horned cattle, warm weather. 

23. John, have you clothes suitable for the season? 
"^ From objects loiv^ terrestrial^ and obscene y 

^' See things invisible, feel things re?no/e." 
'' Inestimable quite (is) his final hour." 

24. A scholdLV punctual, constant, studious, and kind, will 
learn well. 

25. Punctual are all my scholars. 
'^ Which kindles war immortal.^^ 

26 '' War is expensive.'^- He is happy. She is amiable. 

27 War is an expensive measure. He is a happy child. 

28 Glad am I. Unfortunate was that event. 

29 Such a person is very agreeable. 

30 Many a one has been blamed for that. 

31 He had so nice a house that I envied him. 

32 He had as nice a house as was there. 

33 Now see how good a scholar you can be to-day. 

34 Ylovf sharp the lightning is. Charles. 

35 How vivid each flash of lightning is this evening, 

36 However jwsf be the complaint, it is unavailing. 

37 How jwsf soever be the complaint, it is unavailing, 

38 A trotting horse drawing a broken wagon. 

39 A little, old, clumsy, ivhite-faced horse, undertaking 
to draw a pre/f?/ little, newly painted, four wheeled carriage 
over the bridge. 

40. Phrases and sentences may qualify nouns and verbs. 
When a phrase qualifies a noun, it maybe called an adjective 
phrase. When it qualifies a verb, an adverbial phrase. 

Adjective phrases and sentences. 

4L '' Read by the greatest strangers to the schools.''^ 
''- From the full flood of evidence against you. 
^' Through all the provinces of human thought. "^"^ 
^•' In proud disdain of what the gods adore.'''^ 
^' Lords of the wide creation, and the shame." 
'^ Blessed scheme! which life deprives oj comfort; deafh^ 
Of hope; and which vice only re commends. ^"^ 

Young. 



SOCIAL LESSONS, NO. 4. 219 

Adverbial phrases and sentences. 

4*2. " How the world falls to pieces around us.''' 
'^ We sink btj no judicial stroke of heaven.''^ 
'^ It is printed in the minds of gods forever.''^ 
It is printed in the papers of the day. 
He prints as ivell as any in toivn. 

Position of the adverb. JVo. 3, 59. 

43. The boy writes ivell, or very well. 

44. Well he writes. Very well he writes. 

45. Very icell could the boy write. 

46. He often did it very well there. 

47. Certainly he often did it decently well. 

48. He frequently wrote so exact that his teacher could 
not easily distinguish his copy from the copper plate. 

Dr. Webster says that adjectives modify the action of 
verbs. Would it not be plainer and as consistent to call 
them adverbs whenever used to modify the verb? 
Open your luide hand. — Adjective. 

49. Open your hand loide. — Adverb. 
TVhat kind of a hand has he } 

How did he open his hand I 

50. That little narrow door is ivide open. 

51. That great wide door is open a little. 

52. ^' Soft sighed the flute." He did just Hght, 

53. The sun looks red. The water feels warm. 

18. RULE 4 

Two or more nouns in the same sentence meaning 
the same thing must be in the same case. 

1. His brother is a doctor, 

2. I took him to be a doctor. 

3. His son will become a doctor. 

4. James ^ the jjrudent^ is a deacon^ a doctor y and a jus- 
tice^ titles of honor. 

" The keen vibrations of bright truth, is hell: Just defi- 
nition.'^'^ Young. 

19. RULE 5. 

A noun or pronoun is independent or obsolute when 
used without assertion. 



220 SOCIAL LESSONS, NO. 4. 

Address. 1. John, shall I help you? 

Joined with the ( 2. He being willing^ I did it. 

participle. ( 3. /having done it, he thanked me. 
Exclamation. 4. ^'/mwioWa// What can strike the seufir 

so strong as this the soulP^ 
5. " Religio7i! thou the soul of happiness;" 
The word, Religion! here comprehends all that can be 
said upon the subject. Immortal! means the same as the 
word immortality! or as this phrase: The soul immortal! or 
the immortal soul! A long pause is required after such ex- 
clamations, for the purpose of letting the mind dwell upon the 
meaning. 

20. RULE 6. 

Two or more nouns or pronouns connected by and^ 
are considered plural in their relation to other words. 

Washington and Franklin ivere great men. T/iey laid 
their plans deep. Justice and usefulness were their guardir 
an angels, that led them to wealth and honor, to victory and 
freedom. The hearts of a grateful nation were theirs. 

21. RULE 7. 

Two or more nominatives connected by or or nor 
require the verb to agree with the one next it, as: 

1. James or I am to do it. He nor I am. 

2. I or he is to do it. I nor he is. 

3. They or thou art to do it. They nor thou art. 

4 . Thou or they are to do it. Thou nor they are, 

5. James is to do it, or I ain. 

6. All or each is to do it. 

7. Each or all are to do it. 

8. Conjunctions are of two kinds, the copidatice and dis- 
junctive. 

John and Charles went down street. — Copulative. 
Charles went, but I did not, said John. — Disjunctive. 

£2. A Table of the corresponding Conjunctions^ or of such 
as are used in pairs. 

1. It was such a house as you never saw 

2. It was as good a house as you ever saw. 

As that house was, so is this. 



SOCIAL LESSONS, NO. 4. 



221 



3. I never saw so 


large a house 


( that, until now 

as } \ . 

i to contain so many 


4. It was so 


open 


that we could not stay 


5. It was in such 


a state 


that we could not stay 


6. I like both 


the house 


and the farm. 


7. I like neither the house 


nor the farm. 


8. I may like eith 


er the house 


or the farm. 


9. I shall like it ivhelher it be painted or not. 


Though I be houseles 


5S yet will I be faithful. 


I write as 


handsomely 


as you do. 


I write so 




as to be understood. 


I write so 




that any one may read 


I write 


handsomer 


than some others. 


I know 


better 


than to do it so . 


23. A Table of the most importani 


i connective Words. 


1 I will do it 


'/ 


he be displeased. 


2 I will do it 


though 


he be or is displeased. 


3 I will do it 


although 


he be displeased. 


4 I will do it 


notwithstanding 


he be displeased. 


5 I will do it 


nevertheless 


he be displeased. 


6 I will do it 


lest 


he be displeased. 


7 I will not do it 


except 


it be his pleasure. 


8 I will not do it 


unless 


he be willing*. 


9 I will do it 


provided 


he be willing. 


10 I will do it 


for 


he is willing. 


1 1 I will do it 


because 


he is willing. 


12 I will do it, 


therefore 


he is vexed. 


13 I will do it 


before 


he comes in town. 


14 I will do it 


until 


he comes from town. 


15 I will do it 


when^ or 


whenever he says. 


16 I will do it 


while 


he does that act. 


17 I will do it 


after 


he has done it. 


18 I have done it 


since 


he did it. 


19 I will doit 


where ^ or 


wherever he does. 


20 I will do it 


as 


he does it. 


21 James saw him, 


who 


displeased them. 


22 James did it, 


which 


displeases them. 


23 He did that, 


that 


displeased them. 


24 He saw such, 


as 


displeased them. 


25 He saw bad actions which 


displeased them. 


26 He sees it, 


likeoiise 


he hears it. 


19* 







122 SOCIAL LESSONS, NO. 4. 



27 He sees it. 


also 


feels it. 


28 He loves 


and 


fears them. 


29 He loves 


or 


hates them. 



24. Conjunctions sometimes connect only JVordSy as / 

1. I saw him between the hours of tivelve and one, 

2. I saw him between Boston and Providence. 

25. PECULIAR IDIOMS, 

To be analyzed and defined. 

1 That animal weighs four hundred weight. 

2 That cloth measures five yards. 

3 That cloth costs five dollars a yard. 

4 " And rivers run portable gold." 

5 ^' Grin a ghastly smile." 

6 *^ Her lips blush deeper sweets." 

7 I will ascend the stairs 

8 Come this way. Go yonder. 

9 It cost the author m.uch pains. 
10 Henry, will you change me a dollar? 
] 1 I asked you a question, and you told me the truth, 

12 Did you show him the way"^ 

13 I found him the watch. 
A verb or participle may have two objective cases aittr 

them, but one is governed by a preposition understood. 

Did you show him the way? Did you show the way to 
him? 

26. 1. ''He is not alarmed so far as to consider how 
much nearer he approaches to his end." What is object 
of consider? 

2. If he escapes being punished by others, I fear he will 
punish himself. 

3. '*' He could do no mighty works there save that he 
laid his hand on a few sick and healed them." What is 
the object of save? Save is in the imperative mood without 
a definite nominative. Form similar sentences from, sup- 
pose, except, admit, allow. 

27. The bishops and abbots were allowed their seats in 
the house of lords. They were allowed (to take) their seats 
in the house of lords. Seats were allowed to them. 

27. They seemed to think that he was slaying before 
their eyes, rather than that he was slain. 



SOCIAL LESSONS, NO. 4. 223 1 

The cask was filling. The house was building, while it ; 

was finishing. 1 

28. That will not prevent his being punished. i 
According to that he may do what he pleases, j 
Admitting that he did it^ what is it to thee ? I 

29. His manners are not unbecoming* here. | 
He did not owe nothing — vulgar. i 
He owed nothing — correct. j 
He did not owe any thing — correct. I 

30. Give them bread. Bring them near me. 1 
He was banished the kingdom. ^ 
He was fi)rbid her presence. I 

31. We were going home to work in the garden adjoiw- \ 
ing the river. Please give me some fruit. * \ 

32. He described the thing which he was charmed with, I 
What does loith govern^ With which he was charmed. I 
He was charmed with a machine. \ 
I did not see the person he came with. With whom? &c, ] 
Who did you speak to? To whom? &c. i 

33. You could not suppose so from what I said. ' 

by objective clause, 

after, Sic. .; 

34 If his son ask bread will he give him a stone, \ 

He must not go unless he ask leave. j 

I will tell thee lest thou say I am unkind. 

I will not do it except thou require it. ; 

35. He doivn with his coat and walked to him. \ 

He up with his cane and struck at him. •] 

Down with and up with seem to supply the place of th-" ;^ 

verb. He threw down his coat and took up his cane, I 



SOCIAL LESSONS, NO, 5. 

AN APPENDIX OF CHOICE THINGS, BOTH NEW AND OLD. 

Tlie old conjugation of verbs. 

1. The conjugation of a verb is the regular combination 
m\d arrangement of its several moods and tenses with the 
numbers and perso?is of nouns and pronouns. 

^. Verbs, say the old grammars, signify to be, to do, and 

to SUFFER. 

3. Verbs are said to be of three kinds, the active^ ■pass- 
ive ^ and neuter. 

4. An active verb expresses an action, and necessarily 
implies an agent and an object acted upon. No. 2, 27. 

5. A passive verb expresses passion, or suffering, or the 
receiving of an action, and necessarily implies an object act- 
ed upon, and an agent or cause of the action. 

6. A neuter verb expresses neither action nor passion, but 
being or a state of being. 

7. EXAMPLES. 

2ls'iinThfs'place. | Neuter verbs. 

3 I AM loved by thee. Passive verb. 

4 Thou ART loving' me. } k l- • j r '± l 

5 Tboi. HAST been loving me. \ ^<^*'^^ ""'"^^ ^«>'^ *^"'^- 
G Thou LovEST me. i 

7 Thou DOST love me. V Active voice, indefinite tense 

8 Thou HAST loved me. ) 

8. Conjugation of the neuter verb be. 

§ — I. I^resent tense. Past tense. Present participle. Perfect participle 
Be, am was being been 

2. Compound perfect. Having been. 

8 — 3. Mood or mode is the manner of representing fceiwg, 
iiciion or passion. 



SOCIAL LESSONS, NO. 5. 225 



3 4. INFINITIVE MOOD. 



This mood expresses a thing in an unlimited manner. It 
js not confined to number^ person or case. 

Present Tense, Perfect Tense. 

To be. To have been. 

8 5. IMPERATIVE MOOD. 

This mood is used for commanding, intreating and exhort- 
ing. No. 3, 71/72, No. 4, 11. 

Singular. PJurai. 

James, be good. Boys, be good. 

he thou good. be ye good, 

do he good do be good, 

do thou be good. do ye be good. 

When one person is addressed thou is nominative, wheu 
more than one, ije is the proper nominative, but ijou is some* 
times used. 

8 — 6. INDICATIVE MOOD. 

This mood simply indicates or declares a thing, or asks a 
question. It has six tenses. 

8—7. Present Tense. 
This tense represents an action or event as now heing or 
doing J as: I am, I wyite. 

Singular number. Plural number. 

I am. We are. 

Thou art. Ye are. 

He is. They are. 

8^—8 . Imperject Tense 

This tense is said to represent an action or event past 
and finished, or remaining unfinished at a certain time past. 

Singular lumiber. Plural number. 

I was. We are. 

Thou wast. Ye are. 

He was They are, 

8 — 9. Perfect Tense. 

This tense refers to what is past and finished^ but always 
conveys an allusion to the present. 



226 SOCIAL LESSONS, NO, 5. 

Singular number. Plural number. 

I have been. We have been. 

Thou hast been. Ye have been. 

He has or hath been. They have been. 

8 — 10. Pluperfect Tense, 

This tense refers to a past act or event, completed before 
some otlier event or act took place. 

Singular uurnber. Plural number. 

I had been there before that. We had been. 

Thou hadst been. Ye had been. 

He had been. They had been. 

8 — 1 1. First Future Tense. 
This tense refers to an action yet to come. 

Sinstilar number. Plural numhci . 

I shall be. We shall be. 

Thou wilt be. Ye will be. 

Fie will be. They will be. 

8 — 12. Second Future Tense. 

. This tense represents an action or event to be completed 
before some other future act or event. 

Singular number. Plural number. 

I shall have been there before you return. We shall have been, &c. 
Thou wilt have been there. Ye will have been. 

He will have been. They will have been. 

8 13 POTENTIAL MOOD. 

This mood declares the power, liberty, possibility of be- 
ing, doing, &.C. No. 2, 22. 

This mood is said to have four tenses. 

8 — 14. Present Tense, 

Singular number. Plural number. 

I may or can be. We may or can be. 

Thou mayst or canst be. Ye may or can be. 

He may or can be. They may or can be. 

8 — 15. Imperfect Tense, 

Singular number. Plural number. 

I might, could, would, or should be. We might, could, &c. 
Thou mightst, (^x. Ye 

m They 



SOCIAL 


LESSONS, NO 5. 227 


8—16. 

Singular number. 

1 may or can have been. 

Thou 

He 


Perfect Tense, 

Plural number. 

We may or can have been. 
Ye 

They 


8—17. 


Pluperfect Tense, 


Singular niinber. Plural number. 

1 might, could, would, or should have been. We might, could, kc. 
Thou Ye 
He Tbev 



Now we will conjugate the verb, be in the indicative and 
potential moods, in the first person singular. 



8— n 



INDICATIVE MOOD. 



Present^ 
Imperjtciy 
Perfect., 
Pluperfect J 
First future, 
Second future. 



Prese^iL 



I am. 

I was. 

I have been. 

I had been. 

I shall be. 

I shall have been. 

POTENTIAL MOOD- 



I may be. 
I can be. 
I might be. 
I could be. 
I would be. 
I should be. 
I may have been. 
I can have been. 
Pluperfect tense, I might have been. 
I could have been. 
I would have been. 
I should have been. 



Imperfect, 



Perfect, 



Read in the first 
person plural, sec- 
ond person singular, 
second person plu- 
ral, third per. sing. 
masculine,feminine, 
neuter, third pesor* 
plural. 

Read interroga- 
tively. Now nega- 
tively. 

Read now in the 
subjunctive raood^ 
by adding another 
sentence, thus: If 
lam not deceived 
it li'as he that did 
it. If 1 10 as not. 
If I have not been, 
&c. or, If I be not. 
If I were not, kc. 



19. 



SUBJUNCTIVE MOOD. 



•• The conditional or subjunctive mood is the same as the 
indicative, with some preceding word expressing condition, 
supposition, or contingency. These words are, if though or 
although, unless, except, ivhether, lest, albeit.'''^ 



223 SOCIAL LESSONS, NO. 5, 

8—20. Present Tense. 

If I am. If we are. If I be. If we be, 

If thou art. If ye are. If thou be. If je be. 

If he is. If they are. If he be. If they be, 

9—21. Past Tense. 

If I was. If we were. If I were. If we were. 
If thou wast. If ye were. If thou wert. If ye were. 

If he was. If they were. If he were. If they were. 
The other tenses are the same as in the indicative. 

8 — 22. ^4n the subjunctive moodtherefis a peculiarity in 
the tenses which should be noticed. When I say, if it rains, 
it is understood that I am uncertain of the fact at the time 
of speaking; but when I say, if it rained we should be oblig- 
ed to seek shelter, it is not understood that I am uncertain 
of the fact; on the contrary, it is understood that I am cer- 
tain it does not rain at the time of speaking. If it did not 
rain I would take a walk. If it rained yesterday why did 
you not do it? If it had not rained yesterday I should have 
done it." Dr. Webster. 

8 — 23. I suppose the subjunctive mood to derive its name 
not from its sometimes having if^ though^ unless^ Sic. sub- 
joined to the verb, but from its requiring more than one sen- 
tence to complete a proposition, and requiring one sentence 
to be subjoined or joined to another sentence. I have 
thought it useful to divide the subjunctive mood into classes. 

8 — 24c Classes of the subjunctive mood. 

1st Class. If he does or do it thou art ruined. 

1!d Class. Should he do it, thou wouldst be ruined. 

3d Class. Let him do it, and thou wilt be ruined. 

Let him do it, lest thou be ruined. 
4th Class. Do it, and thou art or wilt be ruined. 

Do it, lest thou be ruined. 
5th Class. I think that thou wilt be ruined. 
6th Class. When he does it thou wilt be ruined. 
7th Class. I came that thou might or mightst not be ruined. 
Sth Class. Thou knowest who will ruin thee as well as he does. 

8 — 25. The two parts of the subjunctive mood may be 
called tn$ 



SOCIAL LESSONS, NO. 5. 229 

Condition and Consequence. 

iiebrge^ if you ivill come here, I ivill teach you. 
GeprgGj if thou — come here, I will teach thee. 

Auxiliary and Pnncipal. 

George, I think that thou shouldst read every day. 

8 26. EXAMPLE. 

1 *' And if each system in gradation rollj 

2 Alike essential to the amazing whole; 

3 The least confusion but in one, not all 

4 That system only, but the whole must fall. 

5 Let earth unbalanced from her orbit fly, 

6 Planets and suns run lawless through the sky; 

7 Let ruling angels from their spheres be hurled, 

8 Being on being wrecked, and world on world; 

9 Heaven's whole foundations to their centre nod, 

10 And nature tremble, to the throne of God: 

11 All this dread order break — For whom? For thee: 

12 Vile worm! O madness! pride! impiety!" 

8 — 27. This from the fifth line has been explained thus: 

Let earth unbalanced from her orbit fly, 

Let planets and sues run lawless through the sky ; 

Let ruling angels from their spheres be hurled; 

Let being on being be wrecked; let world on world be wrecked; 

Let heaven's whole foundations to their centre nod; 

Let nature tremble to the throne of God; 

Let all this dread order break, &c, 

8 — 28. This does not appear to give the poet's meaning, 
would explain it thus: 

Should earth unbalanced from its orbit j^y. 
Planets and suns would run lawless through the sky; 
Should ruling angels be hurled from their spheres. 
Being on being would be wrecked, and world on world: 
Heaven's whole foundations to their centre would nod. 
And nature ivould tremble to the throne of God: 
Shall all this dread order break? or would thou have all this dread 
)rder break, or be broken, to suit thy selfish ends, regardless of the 
^ood of the whole? O! thou vile worm! What madness! pride! im- 
piety, to harbor such an idea! 

8 — 29. Another example. 

'^ Your nation is united together by the chords of a com- 
non interest. Touch them in the East or in the West, and 
hey vibrate in harmony, from one end to the other of our 
20 



230 SOCIAL LESSONS, NO. 5. 

country. Cut them asunder, and this harmony, and our 
prosperity are destroyed." Busges. 

In which class of the subjunctive mood are these exam- 
ples? Read them in some other form. 

8 — 30. One examjile in each mood. 

To be. Infinitive mood. No. 2, 66, to 7 1 , 

John, be a good boy. Imperative. from 111 to 115. 

I am a good boy. Indicative. No. 3, 143—11. 

Thou canst be one. Potential. No. 3, 144—14. 

\{\%vHlbe a good boy Subjunctive. No. 4, 11. 
wilt thou buy me a hat? 

8 — 31. " Words must agree in sentences." No. 4, 11. 
This is a general rule. It applies to all words. They must 
agree inform, in position, in meaning. What have we to 
guide us in this? '' Custom," is the answer. Good! But 
w^here custom is not uniform what is to be done! For exam- 
ple, Webster, the orator and statesman, writes thus: 

'^If it has a local habitation, the honorable member has 
probably .seen, by this time, where he is to find it " 

''If there be power for one, there is power also for tiie 
other." 

Burges, the orator and statesman, writes thus: 

'' If the x4merican system have thus multiplied cotton 
spinning machinery in the manufacturing world, has it di- 
minibhed or increased the demand for raw cotton in the mar- 
kets of the world?" 

'' If this be true, would cotton, without the aid of machin- 
ery be able to compete in household manufacture viiih flax, 
hemp or common sheep's wool, of a much lower price?" 

8 — 32. Now these men know how to use language. Y'et 
they differ in the form of the verb in the subjunctive mood. 
They agree in the use of the verb to be, but in the use of 
have and do they do not agree. 

One says: '' If it has a local," &c. 

^' If he wishes to find those shafts," Sic. 
The other: '' If it have thus multiplied," Stc. 

'' If our state s/and on this advanced," Scc. 

The irregularity of the form of the verb in this mood among 

masters of the use of language, clearly proves that we have 

no just standard to govern us, every one being left to his 

own taste. 



SOCIAL LESSONS, NO. 5. 



231 



8 — 33. I would u^e the subjunctive, thus: 

Why speak thus of the man! Could he pay thee he cer- 
tainly would. Should thou continue to slander him, and 
thus abuse his character^ if he have yet remaining his high 
native spirit, be assured that thy words lose not themselves 
in air. He has only to speak, and a host of friends are be- 
fore him to stand in his defence; injure him and thou wilt 
rouse the whole city. Therefore, lest thou be put to shame 
save thy tongue from such vile means. — Tear up the forest 
tree by the roots, bind the winds of heaven, but think not to 
bridle my tongue, ^^'ere thy friend, at whose nod a city 
wakes, now before me, I would make him feel how just is my 
resentment, and had he common honesty, I might expect him 
to ask pardon for neglecting my commands.-— 5e here to- 
morrow morning at sunrise, and he meets thee face to face; 
then shrink from the fulfilment of thy words, and ever after- 
wards shalt thou be branded with the name of coward. 



8 — 34. The Active and Passive Voices. 

The passive voice is formed by joining the perfect parti- 
ciple with the verb to be, through all the moods and ten- 
ses, numbers and persons. 



Active voice. 
I do it. 

I did it. 
I have done it. 
I had done it. 
I shall do it. 
I will do it. 



I may do it. 
I can do it. 
I must do it. 
I might do it. 
I could do it. 
I would do it. 
I should do it. 
I may have done it. 



EXAMPLES. 

Passive voice 

Indicative. 

It is done by me. 
It was done by me. 
It has been done by me. 
It had been done by me. 
It shall be done by me. 
It will be done by me. 

Potential. 

It may be done by me. 
It can be done by me. 
It must be done. 
It might be done by me. 
It could be done by me. 
It would be done by me. 
It should be done by me. 
It may have been done. 



232 SOCIAL LESSON^:, NO. 5. 

I can have done it. It can have been done, ; 

1 might have done it. It might have been donfe. 

I could have done it. It could have been done. 

I would have done it. It would have been don^. 

I should have done it. It should have been done. 

Subjunctive. 

Subjoin another sentence to each line of the above, thus: 
If I do it well, he will pay me for it. 
If it be or is done well, I shall be well paid by him. 
If I did well, he would pay me for it. 
If it were well done, I should be well paid by him, &c> 

Imperative . 
Do it. Be it donef or let it be done. 

Infinitive . 
To love. To be loved. 

To have loved. To have been loved. 

Participles. 
Loving. Loved. 

Been loving'. Being loved. 

Having been loving. Having loved. 

Having been loved. 

8 — 35. We have conjugated the active verb do in the 
active and passive voices, first person si.igular. Read the 
same in the different persons and numbers interrogatively and 
negatively, and read other verbs instead of do. 

EXAMPLES. 

I write a lesson. A lesson is written, &c. 

I read a piece. A piece is read by me. 

I speak a poem. A poem is spoken by me. 

I move the book. The book is moved by mc. 

The book moves by the The book is moved, kc. 

strength of my hand. 
I walk with him. He is walked with by me, 

I walk myself over the floor. I am walked over the floor. 
My father walks a log. A log is walked by him. 

To walk a log is to set it upon the end, and by cnntina m 
one way and the other to hitch it along. 



SOCIAL LESSONS, NO. 5. 233 

The horse run . The horse was run to death. 

I run against a post. I was run against a post. 

A post was run against by me. 

8 — 36. Now is it not certain that every action is de- 
pending upon some cause.'* How can any action take place 
without a cause ? Let us now have our minds placed upon 
things . 

8 — 37. We say that every thing mustacf, be acted upon, 
or remaiJi at rest. No. 2, 19, No. 3, 34, 35, 22, 

On this principle are the active and passive voices founded. 
It is true that, 

If I speak, something must be spoken. 

If I loritCy something must be iviitten. 

If I do, something must be doiie. 

If I have, something must be had or possessed. 

If a thing be, something must be keiJt in existence. 

8 — 38. This is all true^ but it does not prove that a jmr- 
ticiple makes a verb, 

verb. auxiliary, paisive veib. the old method. 

I am. I am loved by them. 

verb. verb. participle. the new method. 

■ verb, verb. participle. 

I love. I love^ despised by them. 

verb. veib. participle, 

I live. I live, respected by them. 

8 — 39. In the old method of making a passive voice, they 
by some magic power, would have us call redil participles , 
verbs. 

8 — 40. A participle may with propriety be called either 
active or passive^ according to its use: 

EXAMPLES. 

I am loved. ^ 

I, being loved, will love in return. > Passive participles. 

Having been loved, I will love also . ) 

I have loved them. ? * a- a- • i 

Having loved them, they loved me. \ ^"^''^^ Participles. 

The wood is burning by the fire. ? p . ^ f * r 

The wood has been burning by it. 3 

The fire is burnino; the wood. ? a a- .l- • i 

The wood is supporting the fire. \ ^"^'""^ partic.ples. 
8 — 41, The true principal I believe to be this: that 
20* 



234 SOCIAL LESSOKSj NO. 5, 

Every thing is, has and does^ or that 
All things areyhave and do. No. 2, 18. 

Now in my opinion, if ye make any thing more of it, y& 
make of a perfectly simple principle, a broken, difficult, and 
perplexing jargon of something, that deserves not the; name 
of principle. » 

I ask, how can a thing be loved or receive any action, if 
it be not or exist not ? 

In what is called the passive voice we first state a thing 
as being or not being, then by the partici'ple, describe its 
condition or state of being. The verb, to 6e, has the ,same 
force whether, the participle represent the thing to be mov- 
ing, or as being at rest. I am loved, I am loving, I am 
at ease. In each of these examples it is the office of the 
verb to state my existence, its force is alike in each. 

8 — 42. I would then object to the old division of the verb 
into active, passive and neuter, for the very reason, that we 
have no passive verb. I would comprehend all of the verb 
m the simple terms, 

To be, To have, To do. 

No. 2, 23. No. 4, 11. 

Transitive and Intransitive Verbs. 

8—43. ^' A transitive verb denotes an action that passes 
from the agent to the object. An intransitive verb denotes 
an action that does not pass from the agent to the object.'^ 

EXAMPLES. 

Transitive. I ran a knife through my hand. 

Intransitive. I ran across the street. 

Neuter. I live in the street. 

I am in the street. 

Passive. I ivcts laid in the street. 

Ail these divisions and subdivisions serve only to perplex^ 
The verb signifies to be, to have, and to do. The verb to 
be never governs the objective case; have, I think, may al- 
ways be supposed to govern an object either noun, pronoun, 
phrase or sentence-, do, is supposed to relate to all other verbs 
except be and have, which with a few exceptions govern the 
objective case, and Avhether they govern the objective case 
or not, they are verbs, and need not be called active^ iransi-- 
tive^ neuter, passive or any thing but verbs. 



SOCIAL LESSONS, NO. 5. 



A.verb may be irregular or defective. No. 3, 73. A 
defective verb is one, that is not used in all the moods and 
tenses. Example: I wsec^ to go to school. Now this sen- 
tence will not conjugate. I cannot say : I coidd used to go 
to school, 4'c, I could ought to go, &c. 



9. FIGURES OF SPEECH.. ' 

Any form of expression differing from the plain original ^ 

use of words, takes the name of figurative language. When . 

the figure consists merely in the meaning of a word's being ; 

changed, it is called a Trope. \ 

EXAMPLES. ■ 

9 — 1. To my adven'trous song. j 
hazardous muse 

daring verse ■ 

ambitious mind i 

ready pen \ 

muddy brain i 

roving thoughts i 
noisy house 

9—2. Such a pernicious height! j 

hurtful act 1 

sinful saying 'l 

holy book \ 

learned article • 
desirable station 

9 — 3. We'll drink the jovial wine. ] 

sip the poisonous cup \ 

buy the giddy juice ; 

stem the dreary night ] 

hail the lauohino; hours ! 

bless the musins; midni2:ht *. 
look from the panting height 

calm our astonished thoughts ■] 

chime the merry bells j 
9 — 1. Her longing arms were open spread. 

Her willing feet require no stay. i 

Her preserving hand took good care, j 

) — 7. Why weep your coward swords ? \ 

Why stay your thundering engines .' - 

Why the cursed steel upraise? , • 



236 SOCIAL LESSONS, NO 5. 

9 — 6. The angry storm defeats our troops. 

The ungrateful wind did turn the scale. 

Darkening clouds hung o'er the vale. 
9 — 7. Our hunger has not tasted food. 

My pen has slept a long time. 

The city was moved to tears. 

This house knows no peace. 
9 — 8. It is to be regretted, that figurative language has 
been so little studied. The examples given in our grammars 
are not sufficiently simple to interest the child. The subject 
has been thought to be above their comprehension by most 
teachers; but let any one listen to a company of children at 
their sports, and see if they do not use figurative language. 

9 — 9. Said Charles, as he was at play one day: '^ That 
ball came buzzing by my ears as swift as lightning ."^"^ Now 
a child may construct sentences like the above example with- 
out any difficulty. Said another boy: "You are slower 
than a snail, do move quicker, you lazy drone! There! now 
you do something ! You should move as nimble as a cricket, 
when you play ball, and not drag yourself along as though 
you were half dead! 

Here! Charles, said James, taste of these grapes; they 
are as sweet as sugar! Just that moment, along came an old 
man, very tall and slim. Look at that man, said one of the 
boys, he is as tall as a hay pole ^ and as thin as a shad! 
He looks like time! See him eat! He appears to be as hun- 
gry as a bear! 

9 — 10. ''Figures are mostly founded on some similitude or 
relation of things, which by the power of imagination is ren- 
dered conducive to ornament or illustration." 

' A FEW EXAMPLES. 

9 — 4; Simile, 
She is as fair as the lily, and as innocent as fain 

9—12. Metaphor. 
She is a lily, in its softest mould. 
9 — 13 Allegory. 

Liberty's fair tree is growing in Columbia's happy clime. 
Its roots were watered by the blood and sweat of our fa- 
thers; its trunk and branches were staid by the sinews of 
their arms, that it might shoot upward and spread wide. 



SOCIAL LESSONS, NO. 5. 237 

We now sit beneath its branches; and, while from its am- 
ple boughs the rich fruits of peace and happiness do fall, and 
W8 taste thereof, let us send up a full soul of gratitude, by 
every breeze that stirreth a branch of this mighty tree^ to 
the God of heaven, who planted it. 
Apostrophe . 
Glorious Tree! behold us! We would be a band of fVash- 
ingtons and FranhlinSj to protect thee! O that in every leaf 
of thine we might behold a Franklin virtue^ and a Washing- 
ton patriotism. 

9 — 14. Exclamation and Interrogation . 
But alas! alas! Why do thy leaves wither.^ Who hath 
undertaken to lop off thy stately limbs. ^ Or art thou becom- 
io2; old as though thou wert mortal! Ah! the canker worm 
hath found a way into thy arms! the catterpillar and spider 
have woven their nests in thy hair, and serpents have coiled 
about thy body, whose stings do pierce thy very vitals ! 
Hyperbole . 
O! my countrymen! Could we keep this tree untainted 
with the strength its fruit would yield us, we might with a 
single stroke level all our mountains, and make of onr vast 
nation a thornless bed of roses, or one extended palace of 
wisdom and happiness. We might if we chose number the 
inhabitants of Jupiter, and call the sons of the fixed stars 
our brothers! 

9 — 15 Climax and Amplification. 
And ye better souls, whom virtue guides, see ye not the 
fading tree? Should you neglect to hunt from it those hurtful 
beasts, you must shortly see, first, a leaf picked offj then a 
twig, next a larger limb, until at last ye shall see it rent in 
pieces before your eyes, as the lightning destroys the oak, 
or shall see it torn from its base, and fall to the earth in 
one general crash of thunder. Then lohere will be your 
pleasant homes, your green fields, your flourishing villages, 
towns and cities ? Where your schools, academies, and colle- 
gesl — All buried beneath the fall of the once flourishing tree 
of liberty* 

9 — 16 Antithesis. 

This is a figure, by which things very different or contra- 
ry are contrasted or placed together, that they may mutual-^ 
)y set off and illustrate each other. 



238 SOCIAL LESSONS, NO. 5. 



The insects that crawl 


on the ground, 


The fishes tha.t swim 


in the sea. 


The birds that fly 


through the air, 


The beasts that walk 


o'er the plain. 


And men who live 


in the city. 



Receive their support from the same great, first cause. 

In ray right hand I hold a rulevy but in my teft hai^d I 
hold a book. 

Birds fly by the help of feathers and wings. 

Fishes swim by the means of scales and fins. 

The AIR is to the bird what the water is to the fish. 

The hoarse tone of the owl makes us melancholy, while 
the lively note of the goldfinch makes us cheerful. 

" All are but parts of one stupendous lohole, 
Whose body nature is, and God the soul; 
That, changed through all, and yet in all the same; 
Great in the earth, as in th' ethereal frame ; 
Warms in the sun, refreshes in the breeze^ 
Glows in the stars ^ and blossoms in the trees; 
Lives through all life, extends throug-h all extent; 
Spreads imdivided, operates unspent; 
Breathes in our soul, informs our mortal part j 
As full, as perfect, in a hair as heart; 
As fill], as perfect, in vile man that mourns, 
As the rapt seraph that adores and burns: 
To HI3I, no high, no low, no great, no small. 
He fills, he bounds, connects, and equals all. 

10 Propositions. 

'^ A proposition is one of the three parts of a regular ar- 
gument, A sentence in which a thing is afiirmed or de- 
creed. Proposal; ojEfer of terms," 

examples. 

Identical prcpo=ition3. Specie?. Genu?. 

JO — 1 Sounds are sounds, 10 — 2 Lead is metal. 

Letters are letters Pewter Makesimil- 

Syllables are syllables Gold ar propositions, 

Words are words Silver as: A tree is a 

Phrases are phrases Iron vegetable. 

Loche calls such propositions trifling propositions. 
In No. 10, 2, the genus is predicated of the species. 



SOCIAL LESSONS, NO. 5. 239 

Complex Idea. Sioiple Idea. 

10 — 3 All lead is fusible. ') Here a si31ple idea is affirmed 
All gold is yellow > o/a complex one, a?ici! teachts 
All silver is white ) but the signijicalion of icords. 

Instructive Propositions . 

10 — 4 The external angle of a triangle is bigger ilidiU ei- 
ther of the opposite internal angles, Locke, 

The internal angle of a triangle is smaller than either of 
the opposite external angles. 

Trees make good ship timber — What else do they make ? 

10 — 5 ''This committee m.ade a report, which was com- 
mitted to a committee of the whole house, and there consid- 
ered and discussed on several days; and being amended, al- 
though in no material respect, it was made to express three 
2^ropositions on the subject of slavery, and the slave trade. 
First, in the words of the Constitution, that 

10 — 6 '« Congress could not, prior to the year 1808, prohibit the 
migration or the importation of such persons as any of the states, then 
existing, should think proper to admit." 

''Second, that" 

10 — 7 *• Congress had authority to restrain the citizens of the Unit- 
ed States from carrying on ihe Af icati slave trade, for the purpose of 
supplying foreign countries." 

^* On this proposition, our early laws against those who 
engage in that traffic are founded,'' 

^' The third proposilion, and that which bears on the pres- 
ent ^question, was expressed in the following terms:" 

10 — 8 " Resolved, That Congress have no authority to interfcie 
in the emancipation of slaves, or in" the treatment of them in any of 
the States; it remaining with the se^^oral States alone to provide rules 
and regulations therein, which humanity and true policy may require." 

10 — 9 Now let this principle be simplified and brought to 
meet the child's understanding; Let a class form proposi- 
tions divising irom questions like these: 

What are a scholar's rights in a common school : 

What are a teacher's powers in a school? 

1 1 Syllogisms^ 
" A syllogism is a sentence made up of three propositions, 
so disposed that the last is necessarily inferred from those 
that precede it," 

EXAMPLE 1, 

1 Major — Virtuous boys should be protected. ") t> • 

2 Minor— Frank is a virtuous bo v. V J^^f''''^ 

3 Consequence-^Therefore Frank should be protected. > ^^^^^S^^"^- 



/ 



240 SOCIAL LESSOTv'S, NO. 5 ^ ? 



EXAMPLE 2. 

J If Frank be or is a virtuoii- boy he should be respfcc^ei 



^' ff 



2 Well Frank is a virtuous boy. ' i ^i^ Pf^^^.^^'^^iU-.-.-*^ 

3 Then he should be respected. ) K-Viiogism. 

EXAMPLE 3. ^ 

1 Frank must be virtuous or vicious. ^ \ 

2 But Frank is 7iot vicious. ^ Subjunctive Syllogism. 

3 He must therefore be virtuous. 3 

CONCLUSION. 

Well, Miss Mary, how does your little pupil progress? \ 

IVicely, sir. He can write well either chirography or in the let- 
ters of the perfect alphabet. The perfect alphabet is sy^ry familiar 
to him, and all the powers of the voice, as applied to speaking, 
reading and singing. He can repeat thousands of words, and knows 
the meaning of them. He understands the main principles of Lan- 
guage, the parts of speech, the arrangement of words in sentences, 
and he has composed original sentences from every principle and text 
yon have explained to me. 

What! done all that? 

Certainly, and more than that. I wish you could see the books 
that he has written. Many a fine story has he composed about his 
sheep, and horses, and garden, and about his playmates. 

J wish you now to read Webster's English Grammar. You TVill 
there find many useful definitions and idioms which I have not b^ien 
able to give you; after which you may look over Cardell's, Murray's, 
Piket's, Ingersoll's, Brown's, Barrett's, and others. PSote down 
and practise every thing you can find new and useful in them. 

Likewise read Walker's works on Elocution, Dr. Porter's, Dfo 
Barber's, and Dr. Rush's History of the Human Voice, with the in- 
tention to profit by their peculiar excellencies. 



CORRECTIONS. 

No 1 52. Sd line, cVr instead of cer, and 7i««^ iBStead of /i«c^i 

No. l] 97. Musical Scale, No. 2, Middle C. and the word Oc- 
tave, should be dropped two lines. 

No. i, 210. d^th DipJithong, instead af 58 Dipntnongs* 

Pese 88, Ifct line, 240, iDst€ad of 239. 

No. 2, 24 l5^ per, phiral, instead of 2d. 

No. 2, 58. Instead of No. 5, 74, No. 3, 54. 

No; 2. Between 69 and 70 read, an exaiiiple in the Potential 
Mood, as, I can sweep the floor. 

No; 2,72. Instead of No. 1, 118, No. 2, US, No. 5, 10. 

No. 3, 3.3. JVote, in some of the copies, is marked, Rule. 

No. 3, 123. Instead oi under it, read^ under ?*s. 

No. 4. Rule 1, should be number IC^, 



LIBRARY OF CONGRESS 




003 238 381 6 



.if--- 






Vjlil 



'ii, 'M 






I 1 , ; 



% H<' 






